LB 


ill  /^S/ 


JOINT  BULLETIN 


OF  THE 


STATE    DEPARTMENT   OF   EDUCATION 

AUSTIN,  TEXAS 

UNIVERSITY  OF  TEXAS 

AUSTIN,  TEXAS 

AGRICULTURAL  AND  MECHANICAL  COLLEGE  OF  TEXAS 

COLLEGE  STATION,  TEXAS 


JOINT  BULLETIN  NO. 


OCTOBER  1,  1914 


Courses  In  Agriculture  for  the  Secondary 
Schools  of  Texas 


UC-NRLF 


W.  F.  DOUGHTY 

State  Superintendent  of  Public  Instruction,  Austin,  Texas 

MARTIN   L.   HAYES 

Professor  of  Agricultural  Education,  Agrricultural  and  Mechanical  College  of  Texas,  College  Station, 

Texas 

W.  S.  TAYLOR 

Associate  Professor  of  AKiicu'.tural  Education,  Univarsity  of  Texas,  Austin,  Texas 


AUSTIN,  TEXAS 

VON    BOKGKMANN-JONES  CO..   PHINTKK.- 

1914 


Digitized  by  the  Internet  Archive 

in  2007  with  funding  from 

Microsoft  Corporation 


http://www.archive.org/details/coursesinagriculOOdougrich 


01 

533-7  ll-6m 


JOINT  BULLETIN 


OF  THE 

STATE   DEPARTMENT   OF   EDUCATION 

AUSTIN,  TEXAS 

UNIVERSITY  OF  TEXAS 

AUSTIN,  TEXAS 

AGRICULTURAL  AND  MECHANICAL  COLLEGE  OF  TEXAS 

COLLEGE  STATION,  TEXAS 
JOINT  BULLETIN  NO.    1  OCTOBER  1,  1914 


Courses  In  Agriculture  for  the  Secondary 
Schools  of  Texas 


oocccc*^ 


W.  F.  DOUGHTY 

State  Superintendent  of  Public  Instruction,  Austin,  Texas 

MARTIN   L.   HAYES 

Professor  of  Agricultural  Education,  Agricultural  and  Mechanical  College  of  Texas,  College  Station, 

Texas 

W.  S.  TAYLOR 

Associate  Professor  of  Agricultural  Education,  University  of  Texas,  Austin,  Texas 


AUSTIN,  TEXAS 

VON   BOECKMANN-JONES  CO.,   PRINTERS 
1914 


^^P 


TABLE  OF  CONTENTS. 

Page 

Introdnction    7 

Fiiiietion  of  the  High  School 7 

Reasons  for  Agriculture  in  the  High  School 7 

Present    Status    8 

General  Remarks  to  School  Officers 10 

'  Teacher 10 

EqiiiDinent    11 

State  Aid    11 

Adaptation  of  Courses  in  Agriculture  to  Local  Conditions 13 

Scope  of  Course 13 

Courses  in  Agriculture 13 

Agricultural  Curricula  for  High  Schools 16 

Alternation  of   Subjects 17 

Suggestions  Concerning  the  Managing  of  Agricultural  Courses.  ...  19 

Textbooks : 19 

Notebooks 22 

Collected  Material,  Exhibits,  etc 23 

Visits    and    Field    Trips 23 

Project   Work    24 

School  Farm    25 

Communit}'  and   Extension  Work 28 

Syllabi  and  Equipment 31 

Use  of   Outlines 31 

Reference   Books,    etc 31 

Publications  for  Teachers  of  Agriculture 31 

Plant  Propagation    34 

Practice  Work  in  Plant  Propagation 36 

Reference  Material  in  Plant  Propagation. 37 

Vegetable  Gardening 38 

Practice  Work  in  Vegetable  Gardening 41 

Refe'rence  Material  in  Vegetable  Gardening 42 

Animal  Husbandry 44 

Practice  AYork  in  Animal  Husbandry 54 

Reference  Material  in  Animal  Husbandry 59 

Half-Unit  in   Dairying 65 

Half-Unit   in    Poultry 69 

Soils  and  Soil  Fertility 74 

Practice  Work  in  Soils  and  Soil  Fertility : 81 

Reference  Material  in  Soils  and  Soil  Fertility 82 

Field   Crops    \ 85 

Practice  Work  in  Field  Crops 101 

Fruit  Production    112 

Practice  Work  in   Fruit  Production 118 

337840 


4  C;-5Vrv:-;}*f2    :;  :^:\  .contents 

Page 

Reference  Material  in  Fruit   Production 120 

Farm  Mechanics,  Farm  Management,  and  Home  Grounds 123 

Practice  Work  in  Farm   Mechanics,  Farm   Management,  and 

Home  Grounds 1 28 

Reference   Material   in    Farm   Mechanics,   Farm   ^lanagement, 

and  Home  Grounds 1 29 

Half-Unit  in  Landscape  Gardening 133 

Practice  Work  in  Landscape  Gardening 13.) 

Reference  Material  in  Landscape  Gardening 136 

Half-Unit  in  Entomology ^. 138 

Practice  Work  in  Entomology 1-10 

Reference  Material  in  Entomology Ill 

Weeds    . ' 145 

Practice  Work  in  Weeds It? 

Reference  Material  in  Weeds 148 

Minimum  Laboratory  and  Garden  Equipment  for  T\ycl\e  Stu- 
dents       150 

Appendix. . 

Score  Card  for  Cotton 152 

Score  Card  for  Corn 153 

Score  Card  for  Wheat 154 

Score  Card  for  Oats 1 54 

Score  Card  for  Draft  Horses 155 

Score  Card  for  Light  Horses 156 

Score  Card  for  Draft  :\rules 157 

Score  Card  for  Beef  Cattle. 158 

Score  Card  for  Mutton  Sheep 159 

Score  Card  for  Fine  Wool  Sheep .  160 

Score  Card  for  Dairy  Cattle 161 

Score  Card  for  Lard  Hogs 162 

Score  Card  for  Bacon  Hogs 163 

Score  Card  for  Dairies 164 

Score  Card  for  Butter 165 

Score  Card  for  Farms 166 


PREFACE. 

'J'liere  are  at  least  tliree  agencies  in  the  State  that  are  putting  forth 
organized  eiforts,  in  the  form  of  supervision  and*inspection,  for  the  im- 
provemejit  of  the  high  school  conditions  in  Texas.  The  State  Depart- 
ment of  Education,  the  Universitv  of  Texas,  and  the  Agricultural 
and  Mechanical  College  of  Texas  are  endeavoring  to  give  personal 
help  to  the  high  schools  of  the  State,  assisting  superintendents  and 
teachers  to  make  their  schools  more  efficient  in  subject  matter,  methods, 
equipment,  etc.  The  friends  of  education  have  always  felt  that  there 
should  he  the  most  hearty  cooperation  among  those  agencies  in  this 
great  work. 

The  traditional  courses  in  the  high  school  have  been  subjects  of  in- 
vestigation so  long  and  have  been  so  standardized  that  there  will  seldom 
be  serious  conflict  of  ideas  among  students  of  education  concerning  the 
content  of  the  courses,  the  arrangement  of  subject  matter,  the  methods 
of  presentation,  etc.  It  is .  not  so  with  agriculture.  The  courses  in 
this  subject  have  not  passed  the  experimental  stage.  Few  suitable 
textbooks  are  available  when  the  work  in  agriculture  exceeds  a  general 
course  consisting  of  one  unit  of  work.  Careful  planning  of  the  work  to 
be  done  is  necessary,  and  definite  directions  for  finding  the  subject 
matter  in  the  available  publications  are  needed.  Students  of  agricul- 
tural education  vary  widely  in  their  views  of  the  choice  and  arrangement 
of  the  subject  matter,  as  is  seen  in  a  perusal  of  the  various  courses  in 
agriculture  proposed  for  high  schools  in  different  parts  of  the  United 
States.  The  authors  of  this  bulletin  have  agreed  upon  the  recommenda- 
tions and  suggestions  in  the  following  pages  and  present  them  to  the 
high  schools  of  the  State  as  a  basis  for  work  in  agriculture  that  will 
meet  the  approval  of  the  State  Department  of  Education,  of  the  Uni- 
versity of  Texas,  and  of  the  Agricultural  and  Mechanical  College  of 
Texas. 

This  bulletin  is  intended  for  the  teachers  of  agriculture  in  the  high 
schools  and  for  all  others  interested  in  secondary  agricultural  education. 
A  copy  of  it  can  be  secured  from  any  of  the  agencies  participating  in 
ihQ  joint  publication. 


COURSES  IN  AGRICULTURE  FOR  THE  SECONDARY  SCHOOLS 

OF  TEXAS 


INTRODUCTION. 

FUXCTIONS  OF  THE  HIGH  SCHOOL. 

"All  schools  are  in  their  nature  pul)lic  utilities."  It  is  the  one 
fundamental  purpose  of  the  high  school  to  give  that  training  which 
will  prepare  the  student  for  greater  efficiency,  greater  usefulness,  and 
a  larger  service.  All  boys  and  girls  leaving  the  high  school  should  go 
with  a  definite  purpose  in  life,  and  should  be  able  to  turn  back  to  the 
public  the  money  expended  on  them  in  increased  efficiency.  If  they 
are  not  able  to  do  this,  the  school  is  a  parasite  from  an  economic  point 
of  view.  It  is  also  the  function  of  the  high  school  to  gtve  the  student 
such  amount  of  cultural  training  as  will  help  him  appreciate  the  beauti- 
ful in  nature  and  in  art,  and  at  the  same  time  to  enable  him  to  choose 
a  vocation  for  life.  In  other  words,  our  secondary  schools  should  strive 
to  give  a  liberal  education — an  education  that  is  both  cultural  and 
vocational,  and  dicipline  will  be  a  product  of  the  vocational  as  well 
as  of  the  cultural  if  the  work  is  well  done.  In  this  way  the  high  school 
will  not  only  be  able  to  give  graduates  a  better  preparation  for  life, 
but  will  inspire  them  to  continue  their  training. 

REASONS  FOK  AGRICULTURE  IN  THE  HIGH  SCHOOL. 

For  more  than  a  decade  our  magazines  and  other  publications  have 
been  full  of  discussions  of  agriculture  and  its  importance  in  the  high 
school  curriculum.  At  one  time  it  was  necessary  to  present  numerous 
carefully  selected  arguments  to  justify  the  introduction  of  agriculture. 
Now  it  is  seldom  needed  to  give  justification  for  introducing  the  subject, 
but  it  is  more  often  necessary  to  offer  excuse  for  the  failure  to  provide  an 
opportunity  for  high  school  pupils  to  receive  instruction  in  agriculture 
and  other  vocational  subjects. 

The  arguments  that  have  been  advanced  from  time  to  time  are 
numerous  and  varied.  Space  will  not  permit  here  a  discussion  of  the 
individual  arguments  offered.  In  general  these  reasons  can  be  classified 
under  one  of  two  heads:  (1)  arguments  advanced  by  agriculturists, 
based  on  a  knowledge  of  the  subject  from  a  vocational  viewpoint; 
(2)  arguments  advanced  by  educators,  based,  on  the  psychological  im- 
portance of  the  subject.  Some  of  the  more  important  points  may  be 
summarzied  as  follows: 

Arguments  advanced  by  agriculturists: 

1.  Increased  production  is  needed. 

2.  Conservation  of  soil  and  of  other  resources  is  necessary. 


8  Courses  in  Agriculture  for  tlie  Secondary  Schools  of  Texas 

3.  The  subject  is  important  because  of  the  size  and  importance 

of  the  industry, 

4.  Competition  with  European  farmers  demands  agricultural  edu- 

cation of  people. 

5.  The   field   is   too  broad   for   an   agricultural   college   to   cover. 

Arguments  advanced  by  educators: 

1.  Agriculture  enriches  the  curriculum  and  adds  interest. 

2.  It  helps  keep  students  in  school. 

3.  It  involves  expression   as  well   as  impression;  it   gives   ability 

to   do. 

4.  It  gives   motive   for  science   study — first   the   application   and 

then  the  science. 

5.  It  is  cultural,  broadening. 

6.  It  gives  a  comprehensive  view  of  science. 

7.  It  has  value  as  an  avocation. 

8.  It  has  value  for  vocational  guidance. 

9.  It    gives   understanding    and    appreciation    of    rural    environ- 

ment, etc. 

PRESENT   STATUS.  ♦ 

Agriculture  in  the  high  schools  of  Texas  is  just  in  its  infancy. 
A  beginning  has  been  made,  and  in  a  very  few  schools  some  rather  ex- 
tensive work  has  been  done.  In  a  large  majority  of  the  schools  the 
work  has  been  too  bookish.  Too  little  time  is  given  to  the  subject 
to  enable  efficient  practice  work.  Much  of  the  psychological  value  of 
the  subject  is  lost  when  the  laboratory  and  field  work  are  slighted. 
In  most  cases  the  pure  agriculture  is  limited  to  one  j^ear  in  the  high 
school.  A  few  schools  are  ofi'ering  a  second  year,  one  school  has  been 
found  with  three  full  years  of  work  in  operation,  and  one  school  with  four 
years  of  work.  Some  schools  are  counting  as  agriculture  the  traditional 
courses  in  botany,  physical  geography,  zoology,  physics  and  chemistry. 
These,  as  ordinarily  taught  in  the  high  school,  with  the  exception  of 
botany,  would  hardly  be  considered  agriculture,  though  they  might  well 
be  included  in  the  course  of  study  for  the  agricultural  pupils. 

The  State  has  made  a  good  beginning  in  aiding  the  high  schools 
to  ]:)rovide  for  the  introduction  of  agriculture.  But  the  appropriations 
have  been  much  too  small  to  supply  the  demands.  During  the  two 
vears,  1911-12,  1912-13,  fifty-nine  high  schools  teaching  agriculture 
received  from  the  State  $117,800.  In  1913-1914,  thirty-two  high  schools 
received  $25,750.  This  aid  in  many  instances  was  intended  for  manual 
trailing  and  domestic  science  also.  Of  the  fifty-nine  schools  included 
above,  27  maintained  an  agricultural  department  alone;  23  maintained 
the  three  departments;  and  the  remaining  9  maintained  agriculture  and 
one  other. 

Of  these  32  schools  aided  in  1913-1914,  ten  are  maintaining  agri- 
culture alone;  13  are  maintaining  the  three  departments;  and  the 
remaining   9   are   maintaining   agriculture   and   one   other   department. 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas  9 

The  above  data  do  not  include  state  aid  given  to  those  schools  not  offering 
agriculture. 

For  this  entire  period  of  three  years,  1911  to  1914,  the  total  aid 
from  the  State  given  to  a  single  school  offering  agriculture  varies  from 
$500  to  $5,750.  The  number  of  schools  that  have  received  $5,000  or 
over  is  11.  The  number  having  received  $2,000  or  more  is  28.  The 
largest  state  aid  given  any  school  during  1913-14  was  $1,250. 

In  giving  State  aid,  no  specifications  have  been  made  as  to  what 
])roportiOn  of  that  aid  shall  be  used  for  each  of  the  two  or  three 
departments  participating.  Unfortunately,  the  idea  has  prevailed  that 
agriculture  can  be  taught  with  little  or  no  equipment  save  a  plot  of 
ground.  So  manual  training  and  domestic  science  departments  have 
been  equipped  at  the  expense  of  the  agriculture  department.  There 
are,  however,  at  least  a  few  notable  exceptions  where  every  dollar  of  the 
State's  money  and  more  is  invested  in  valuable  and  permanent  equip- 
ment for  agriculture. 

According  to  the  records  in  the  office  of  the  State  Superintendent  there 
are  75  high  schools  in  the  State  maintaining  an  agricultural  department. 
This  means  that  many  communities  have  not  yet  appreciated  the  value 
of  this  subject  in  the  curriculum  and  in  the  lives  of  the  young  people  of 
Texas.  It  is  very  desirable  foi*  the  State  to  help  equip  the  schools 
for  agriculture,  but  tlie  local  communities  cannot  afford  to  omit  the 
subject  because  state  aid  is  not  available.  If  the  fifty-cent  levy  will  not 
enable  the  district  to  finance  the  department,  then  votes  in  the  district 
should  not  be  lacking  for  a  constitutional  amendment  to  raise  the  limit 
')f  taxation. 


10         Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 


GENERAL  BEMARKS  TO  SCHOOL  OFFICERS. 

TEACHER. 

A  matter  of  great  importance  for  school  officers  who  are  introducing 
agriculture  into  the  high  school  is  the  selection  of  a  teacher.  With 
an  ideal  teacher  in  cliarge.,  many  deficiencies  of  equipment  may  be 
overbalanced  in  a  measure,  while  the  best  and  most  extensive  equipment 
may  be  of  little  or  no  consequence  if  the  teacher  is  inferior.  It  is  woith 
while  to  ennraerate  some  of  the  qualifications  a  teacher  of  agriculture 
in  the  high  school  shouM  pa^ess. 

In  the  first  place,  the  teacher  of  agriculture  should  have  a  larger 
amount  of  technical  information  about  the  subject  to  be  taught  than  is 
dem^anded  in  many  other  departments  before  he  can  teach  the  subject 
acceptably.  The  various  phases  of  agriculture  are  so  interwoven  and 
so  interdependent,  and  the  underlying  sciences  are  so  extensive  and  so 
important  to  a  proper  tinderstanding  of  the  principles  and  practice 
of  agriculture,  that  careful  and  extensive  training  in  scientific  and 
prdctieal  agriculture  is  necessary  to  insure  success  from  the  teacher 
in  the  agrieultnral  department  of  the  high  school.  Usually  it  is  as- 
sumed that  a  teacher's  training  in  his  subject  should  be  from  two 
to  four  years  in  advance  of  the  work  to  be  done  in  the  class.  If  this  is 
necessary  in  teaching  history,  mathematics,  etc.,  it  is  still  more  desir- 
able in  the  teaching  of  agriculture.  However,  in  the  four-year  course 
here  outlined  for  high  schools,  even  the  graduates  of  agricultural  colleges 
will  be  required  ta  teach  near  the  limit  of  their  training  in  some  parts 
of  the  course. 

It  is  not  enough  to  have  merely  agricultural  knowledge.  Much  of  Die 
prejudice  encountered  by  advocates  of  agriculture  in  the  high  school 
has  been  due  to  the  teacher's  lack  of  agricultural  experience  and  definite 
information  about  rural  conditions.  He  should  be  able  to  meet  farmers 
on  common  ground  and  discuss  their  problems  intelligently.  Many 
agricultural  colleges  are  requiring  farm  experience  as  a  condition  of 
graduation.  It  would  not  he  unwise  to  require  such  experience  of  the 
teacher  of  agriculture  in  the  high  school. 

A  qualification  most  frequently  lacking  in  the  teacher  of  agriculture  is 
proper  training  in  the  principles  of  education  and  the  methods  of  teach- 
ing. Perhaps  more  failures  in  teaching  are  due  to  lack  of  proper  meth- 
ods than  to  lack  of  a  knowledge  of  subject  matter. 

The  danger  of  assigning  the  teaching  of  agriculture  to  the  science 
teacher,  who  happens  to  haTC  been  raised  on  the  farm,  or  to  some  teacher 
who  happens  to  have  a  vacant  period,  is  readily  apparent.  In  addition 
to  a  careful  training  in  the  science  and  practice  of  agriculture,  and 
in  the  pedagogy  adapted  to  the  subject,  the  teacher  should  have 
energy,  resourcefulness,  enthusiasm,  and  ability  to  meet  the  patrons 
of  the  school  in  social  and  business  relations.  With  such  a  teacher 
failure  of  the  department  will  he  impossible. 


Courses  in  Agricultuve  for  the  Secondary  Schools  of  'Texas         11 

To  get  such  a  teacher,  the  pa}^  must  be  commensurate  with  the 
service.  Scliool  boards  should  expect  to  pay  at  least  $100  per  month 
for  a  man  who  can  teach  agriculture  to  both  the  pupils  and  the  patrons. 
It  i?  xevy  desirable,  too,  that  the  teacher  be  employed  for  the  entire 
year,  so  that  he  can  supervise  project  work  with  the  pupils,  care  for 
the  school  farm,  and  do  community  work  during  the  summer. 

EQUIPMPJNT. 

It  is  a  mistake  to  suppose  that  a  teacher  is  all  that  is  needed  to 
make  agriculture  in  the  high  school  fulfill  its  mission.  There  is  as 
much  need  for  suitable  equipment  in  this  subject  as  in  other  sciences 
in  the  high  school.  When  the  department  is  introduced,  it  is  well 
to  ■  equip  it  with  at  least  five  acres  of  land  and  the  necessary  tools, 
laboratory  equipment,  and  library  books.  A  list  of  these  necessaries 
is  given  elsewhere  in  the  bulletin.  Do  not  expect  the  teacher  to  '^make 
bricks  without  straw.'^ 

STATE  AID. 

In  aceordaiice  with  Section  3,  Chapter  26,  Acts  of  the  Thirty-second 
Legislature,  the  State  Board  of  Education  is  authorized  to  duplicate,  by 
appropriation  out  of  money  provided  for  that  purpose  by  the  Legislature, 
an  amount  varying  from  $500  to  $1,500  that  has  been  set  apart  by  the 
trustees  of  a  public  high  school  of  first  or  second  class,  as  designated  by 
the  State  Department  of  Educatijn,  for  establishing,  equipping,  and 
maintaining  a  department  of  agriculture.  For  high  schools  of  the  third 
class  the  amount  ranges  from  $500  to  $J,000. 

Success  in  obtaining  state  aid  depends  upon  two  conditions:  provision 
by  trustees  for  meeting  the  legal  requirements  as  interpreted  by  the  State 
Department  of  Education,  and  the  existence  of  a  fund  available  for  aiding 
high  schools.  The  first  condition  is  under  the  control  of  the  district. 
It  includes  provision  for  the  ownership  of  at  least  three  acres  of  land 
convenientlv  located  and  suitable  for  garden  and  field  crops:  for  the 
employment  of  a  "teacher  who  has  received  special  training  for  giving 
efficient  instnictions" ;  for  the  purchase  of  the  required  laboratory,  field, 
and  library  equipment;  and  for  maintenance  of  the  department  after 
state  aid  is  withdrawn.  An  application  blank  for  state  aid  will  be  sent 
by  the  State  Superintendent  to  those  requesting  it.  After  the  school  has 
been  investigated  and  approved  by  the  State  Superintendent,  his  report 
and  recommendations  are  made  to  the  State  Board  of  Education,  which 
body  has  the  authority  to  grant  aid  within  the  limits  prescribed  by  law. 

The  second  condition  mentioned  above  depends  upon  the  amount  of 
money  provided  for  this  purpose  and  upon  the  number  of  schools  quali- 
fying for  aid.  The  appropriation  of  $100,000  for  aid  to  manual  train- 
ing, domestic  science,  ai'd  agriculture  for  the  two  years,  1913-14  and 
1914-15,  i«  proving  much  too  small  to  meet  the  requests  from  eligible 
schools. 

The  purpose  of  the  aid  to  high  schools  is  chiefly  to  assist  the  dis- 
trict in  providing  for  land  and  other  permanent  equipment  needed  for 


12         Courses  in  Agriculture  for  tlic  Secondary  Schools  of  Texas 

tlio  proper  teaching  of  the  subject.  The  law  provides  that  an  appropria- 
tion is  not  to  he  made  more  than  twice  to  the  same  school,  and  that 
the  district  shall  give  evidence  that  it  will  be  able  to  continue  the  work 
after  state  aid  is  withdrawn.  Administration  officers  should  not  make 
the  mistake  of  using  the  state  aid  and  the  duplicated  sum  to  pay  the 
salary  of  the  teacher  without  providing  for  sufficient  permanent  equip- 
ment. 


Courses  in  Agriculiure  for  the  Secondcuij  Schools  of  Te.vcu 


ADAPTATTOX    OF    COURSES    JN   AGRICrLTURE    TO    LOCAL 

CONDITIONS. 

SCOPE   OF   COURSE. 

It  is  desirable  that  the  whole  field  of  ap^riculture  be  covered  in  the 
higli  school  course,  regardless  of  the  number  of  units  of  work  offered 
in  the  subject.  If  only  one  year  is  given  to  agriculture,  the  course 
should  be  general  and  all  pha.ses  of  the  subject,  such  as  agronomy,  hor- 
ticulture, animal  husbandry,  etc.,  sliould  be  touched  upon.  The  longer 
the  tim*^  devoted  to  the  subject,  the  more  the  various  units  of  subject 
matter  may  be  differentiated  into  separate  courses. 

The  amount  of  emphasis  to  be  put  upon  any  phase  of  the  subject 
will  depend  upon  several  factors:  the  qualifications  of  the  teacher;  the 
local  interest  and  local  need ;  the  laboratory,  field,  and  library  equip- 
ment available,  etc.  It  is  better  that  a  teacher  teach  more  of  such 
subject  matter  as  he  knows  and  teaches  well  than  that  he  attempt  some- 
thing he  is  unfitted  for,  merely  because  it  is  desirable  to  have  the  addi- 
tional subject  matter  in  the  course.  In  some  communities  in  the  State, 
local  interest  and  the  importance  of  live  stock  justify  one  and  one-half 
units  or  even  two  units  in  animal  husbandry ;  while  in  other  communities 
offering  the  same  amount  of  agriculture*  the  subject  of  animal  husbandry 
may  be  dismissed  in  one-half  unit.  In  the  same  way  horticulture 
may  vary  greatly  in  importance  in  different  parts  of  the  State.  Agron- 
omy will  be  relatively  important  in  all  parts  of  the  State,  for  soils  and 
crops  are  strictly  fundamental  in  agriculture.  Much  time  is  wasted 
by  not  bavins:  material  or  equipment  necessary  to  render  the  teaching 
coucrete  and  easily  intelligible.  It  will  not  pay  to  give  a  long-drawn- 
out  course  in  types  and  breeds  of  farm  animals  unless  animals  are  avail- 
able in  the  community  to  illustrate  those  t^^pes  and  breeds.  More  judg- 
ing of  live  stock  can  be  taught  in  a  few  minutes  with  the  live  stock  before 
the  students  than  can  be  learned  in  several  hours,  perhaps,  by  reading 
the  text  alone.  Actual  pruning  of  the  grape  will  be  more  effective 
than  merely  reading  about  pruning.  It  is  waste  of  time  to  try  to  learn 
how  to  judge  corn  with  no  corn  to  judge.  Many  of  these  things  we 
learn  best  by  doing. 

Thus  it  is  apparent  that  it  is  impossible  to  suggest  an  agricultural 
curriculum  that  will  be  entirely  satisfactory  in  all  localities,  for  all 
schools,  and  for  all  teachers.  An  effort  will  be  made  to  make  a  satis- 
factory solution  of  the  problem,  assuming  that  the  teacher  is  well-rounded 
in  training,  the  school  is  well  equipped,  and  the  agricultural  interest  in 
the  community  is  diversified. 

COURSES    IK   AGRICULTURE. 

In  the  arrangement  below,  schools  have  been  grouped  according  to 
the  number  of  units  of  agriculture  offered.  Elementary  botany  has 
been  considered  as  a  part  of  the  courses,  while  the  traditional  subjects 


14 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 


of  zoology,  physical  geography,  physiography,  chemistry,  and  physics 
are  to  be  considered  in  addition  to  the  work  indicated.  It  is  assumed 
that  a  year's  work  in  general  agriculture  has  been  done  in  the  elementary 
school. 

Group  I.     (One  unit) 


First  Term 
General  agriculture 


Second  Term 
General  agriculture 


Group  II.     (Two  units) 


First  Term 
First  year  Insects,  soils,  plants 

Second  year       Live  stock  (judging  types  and 
breeds;  feeding;  breeding) 


Second  Term 
Crops  (field,  garden,  fruits,)  and 

home  grounds 
Live  stock  (judging  types  and 

breeds;  dairying;  poultry) 


First  year 
Second  year 
Third  year 


Group  III.     (Three  units) 
First  Term 


Botany 


Live  stock  (judging  types  and 

breeds;  feeding;  breeding) 
Soils  and  field  crops 


Second  Term 


Plant  propagation  and  vege- 
table gardening 

Live  stock  (judging  types  and 
breeds;  dairying;  poultry) 

Fruits,  insects,  home  grounds 


First  year 

Second  year 

Third  year 
Fourth  year 


Group  IV.     (Four  units) 


First  Term 


Botany 


Live  stock  (judging  types  and 

breeds;  feeding;  breeding) 
Soils 
Fruits,  insects,  diseases 


Second  Term 

Plant  propagation  and  vege- 
table gardening. 

Live  stock  (judging  types  and 
breeds;  dairying;  poultry) 

Field  crops 

Farm  mechanics,  farm  manage- 
ment, and  home  grounds 


In  Group  I.  are  those  schools  that  are  offering  only  one  year's  work 
in  agriculture  in  the  high  school.  This  course  is  supposed  to  include 
the  work  given  in  any  good  high  school  text  in  general  agriculture,  such 
as  Warren's  Elements  of  Agriculture.  All  phases  of  the  subject  should 
be  studied.  The  emphasis  upon  each  unit  of  subject  matter  will  depend 
upon  numerous  matters,  among  which  local  importance  and  available 
time  are  important.  For  some  classes  the  course  may  be  largely  cul- 
tural, while  for  other  classes  it  may  be  made  extremely  practical.  Every 
high  school,  whether  in  city  or  country,  should  offer  at  least  one  unit 
in  agriculture  for  its  cultural  and  avocational  value,  if  not  for  its  voca- 
tidnal  value.  Even  though  a  school  is  offering  four  units  of  technical 
agriculture,  it  is  yet  desirable  to  offer  a  course  in  general  agriculture 
to  be  taken  by  those  students  who  do  not  care  to  elect  the  mdre  detailed 
study  of  each  phase  of  the  subject.  Such  a  course  is  especially  desirable 
for  city  schools  for  the  broadening  influence  upon  the  students  and  for 
the  appreciation  of  rural  life  and  conditions  to  be  secured. 

The  course  outlined  for  Group  II.  is  suited  to  those  schools  that  offer 
only  two  years'  work  in  agriculture.     The  supposition  is  that  no  botany 


Courses  in  Agriculture  for  the  Secondary  iSchooh  of  Texas        15 

is  offered  as  a  separate  subject.  This  arrangement  will  be  very  satis- 
factory for  the  schools  offering  only  two  years  in  high  school  work. 
With  some  modifications  this  course  can  be  adjusted  to  schools  offering 
a  year's  work  in  botany  or  biology.  If  only  the  two  units  of  agriculture 
are  offered,  they  may  be  assigned  to  any  year  in  the  course.  In  some 
localities  the  live  stock  work  might  be  reduced  to  one^half  unit  to  give. 
more  time  to  crops,  etc. 

In  Group  III.  a  much  more  satisfactory  course  is  made  possible  by- 
the  addition  of  the  third  year's  work.  A  better  foundation  for  work 
in  the  different  kinds  of  crops  is  secured  by  a  definite  course  in  ele- 
mentary botany.  The  work  in  plant  propagation  and  vegetable  garden- - 
ing  is  very  desirable  in  the  first  year  of  the  high  school.  This  work: 
appeals  strongly  to  the  adolescent's  desire  for  activity  and  concrete- 
application,  and  thus  tends  to  lessen  the  number  of  withdrawals.  The- 
least  satisfactory  part  of  the  course  is  the  effort  to  ^yq:  soils  and  field 
crops  in  a  half  year.  In  many  communities  the  fruit  production  could 
be  emphasized  less  and  field  crops  could  be  continued  into  the  second 
term.  There  may  be  localities  in  the  State  where  the  live  stock  industry 
would  not  justify  devoting  one-third  of  the  time  of  the  course  to  it- 
The  arrangement  recommended  is  intended  for  those  communities  where, 
all  phases  of  agriculture  are  important  and  where  farming  is  diversified.. 
If  there  is  found  a  locality  where  cotton  is  .the  only  product  of  interest,. 
other  phases  of  agriculture  should  be  taught  the  rising  generation  and 
the  importance  of  diversifying  should  be  shown  them;  but  perhaps  it 
would  not  be  justifiable  to  devote  so  much  time  as  is  indicated  above. 

In  Group  IV.  all  the  advantages  of  Group  III.  are  found,  and  in 
addition  much  stronger  work  is  made  possible  in  soils  and  field  crops 
by  assigning  a  half-year's  work  to  each.  Another  very  desirable  addi- 
tion is  made  to  the  course  by  offering  the  work  in  farm  mechanics  and 
farm  management.  This  makes  a  very  fitting  climax  to  the  work  of 
the  student  in  agriculture. 

For  the  sake  of  the  students  who  are  agriculturally  inclined  and  who 
do  not  expect  to  go  to  college,  it  cannot  be  urged  too  strongly  that  the 
high  schools  should  offer  a  course  similar  to  the  one  outlined  in  Group 
IV.  Young  men  who  have  taken  such  a  course  under  the  direction  of 
a  suitable  teacher  in  a  school  with  adequate  equipment  will  go  out  ta 
make  success  of  farming  and  will  put  agriculture  and  rural  life  on  a 
higher  plane  in  their  communities. 

In  some  schools  it  may  be  desirable  to  differentiate  out  other  units 
of  subject  matter,  and  arrange  them  in  a  different  manner.  A  half- 
unit  in  dairying  and  a  half-unit  in  poultry  may  easily  be  separated 
from  the  live  stock  course  outlined  above,  leaving  feeding,  breeding,  and 
judging  of  types  and  breeds.  Or  a  half-unit  in  economic  entomology 
is  very  satisfactory.  A  half-unit  in  landscape  gardening  should  appeal 
to  every  pupil  in  the  high  school.  For  a  few  very  select  schools,  six 
units  in  agriculture  might  be  offered,  allowing  credit  in  all  towards 
graduation,  or  permitting  certain  options  in  the  agricultural  subjects. 
For  such  schools  the  first  year  of  the  course  might  remain  as  outlined 
in  Group  IV.  During  the  second  year  the  live  stock  course  might  be 
given  with  the  work  in  dairying  and  poultry  omitted.     During  the  third 


16         Courses  in  Agriculiure  for  the  Secondary  iSchools  of  Texas 

year  a  half-unit  in  soils  and  a  half-unit  in  poultry  might  be  given  the 
first  term,  and  a  half-unit  in  field  crops  and  a  half -unit  in  dairying 
might  be  given  the  second  term.  During  the  fourth  year  the  first 
term's  work  might  consist  of  a  half -unit  in  fruit  production  and  a  half- 
unit  in  economic  entomology,  and  the  work  of  the  second  term  might 
be  a  half-unit  in  farm  management  and  farm  mechanics,  and  a  half-unit 
in  landscape  gardening.  It  is  not  recommended  that  such  a  course  hQ 
offered  except  in  a  very  rare  case.  A  school  may  be  unusually  fortunate 
in  teacher  and  equipment,  and  there  may  be  a  desire  to  attract  with 
the  agriculture  the  youth  who  have  been  out  of  school  several  years. 
These  young  men  may  return  for  the  agricultural  work  alone.  Sug- 
gested outlines  for  these  courses  appear  later  in  the  bulletin. 

AGRICULTURAL   CURRICULA  FOR   HIGH    SCHOOLS. 

Opinions  differ  widely  as  to  tlie  best  program  of  studies  for  a  higli 
school.  There  are  numerous  factors  that  have  an  infiuence  in  deter- 
mining the  desirability  of  any  certain  choice.  School  men  generally 
used  to  insist  on  curricula  that  were  almost  entirely  prescribed.  Stu- 
dents were  required  to  select  a  certain  group  of  subjects  out  of  two  or 
more  groups  offered,  and  to  pursue  tlie  subjects  prescribed  in  that  group. 
Too  many  schools  are  still  following  tliis  policy.  The  narrow,  pre- 
scribed curricula  in  our  high  schools  may  be  largely  responsible  for  the 
large  number  of  withdrawals  of  pupils.  The  tendency  in  educational 
thought  is  strongly  in  favor  of  a  plastic  program  of  studies  that  will 
permit  a  great  variety  of  curricula.  In  tiie  smaller  high  schools,  where 
t]]o  small  number  of  teachers  limits  the  number  of  subjects  that  can 
be  taught  during  any  term,  the  election  may  be  made  by  classes  rather 
than  by  individuals. 

Again,  the  number  of  units  required  for  graduation  varies  from 
sixteen  to  twenty.  The  leaders  in  education  are  strongly  in  favor  of 
sixteen.  Certainly  not  more  than  eighteen  units  should  be  required  for 
graduation.  It  is  safe  to  assume  that  little  more  work  is  done  when 
twenty  units  are  required  for  graduation  than  when  only  sixteen  are 
required.  Usually  the  difference  lies  in  the  depth  to  which  the  subject 
is  explored. 

The  following  suggests  a  program  of  studies  from  which  the  indi- 
vidual student  under  the  advice  of  his  teacher  may  select  a  very  satis- 
factory curriculum.  Xot  all  schools  Avould  be  expected  to  offer  as  much 
work  as  is  indicated  below. 

Required  Elective 

First  year  (Elect  1  or  1  1-2  units) 

English  I  Latin 

Algebra  I  Agriculture 

Ancient  history  *Biology 

or 
Physical  Geography  1-2 
Physiology  1-2 
Manual  Training  1-2 
Domestic  Economy  1-2 


*Biology  may  be  given  in  the  first  or  second  year  as  the  teacher  may  desire, 
physical  geography  and  physiology  being  given  the  other  year. 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 


Second  year 


Required 


English  II 
Algebra  II 


Third  year 


English  III 
Plane  Geometry 


Fourth  year 


English  IV 


Elective 
(Elect  2  or  2  1-2  units) 
Latin 

Med.  and*Mod.  History 
Agriculture 
Biology 
or 
Physical  Geography  1-2 
Physiology  1-2 
Manual  Training  1-2 
Domestic  Economy  1-2 

(Elect  2  or  2  1-2  units) 
Latin 
Spanish 
German 

English  History 
Chemistry 
Agriculture 
Manual  Training  1-2 
Domestic  Economy  1-2 

(Elect  3  or  3  1-2  units) 
Latin 
Spanish 

American  History  and  Civics 
Mathematics 
Physics 
Economics 

Teachers  Training  Course 
Manual  Training  1-2 
Domestic  Economy  1-2 


(All  students  should  be  required  to  offer  two  units  in  history  and 
one  unit  in  science  for  graduation.  Three  or  four  units  in  a  modern 
language  may  be  desirable  in  certain  localities.) 


ALTERNATION    OF    SUBJECTS. 

For  the  small  school  there  is  always  difficulty  in  offering  a  large 
variety  of  subjects  from  which  to  choose.  Many  superintendents  dis- 
pose of  the  matter  by  limiting  the  program  of  studies  to  the  traditional 
subjects  of  four  years  in  English,  four  years  in  Latin,  four  yeai*s  in 
mathematics  and  four  years  in  history.  Other  school  men  reduce  the 
length  of  the  recitation  period  and  overload  the  teacher.  Too  much 
cannot  be  said  against  the  folly  of  thirty-minute  recitation  periods  and 
ten  or  more  recitations  per  teacher  in  the  high  school.  Alternation  of 
subjects  is  the  best  solution  of  the  problem. 

The  considerations  that  will  decide  the  desirability  of  the  proposed 
alternation  are  (1)  whether  the  combined  classes  of  students  can  be 
handled  in  less  time  because  of  the  alternation,  and  (2)  whether  there 
is  a  special  hardship  worked  upon  any  class  of  students  in  not  having 
had  a  subject  that  is  scheduled  earlier  in  the  course.  The  first  con- 
sideration depends  upon  the  number  of  pupils ;  the  second  depends  upon 
the  relation  between  the  two  subjects  to  be  alternated. 

There  is  no  reason  why  a  high  school  that  desires  to  offer  more  than 
one  unit  of  agriculture  should  limit  itself  to  a  single  unit,  unless  the 
classes  are  so  large  that  they  cannot  be  coml)ined.     In  the  courses  sug- 


18         Cour^e.s  In  Agriculture  for  ihc  Secondarij  iScliools  of  Texas 

gesttnl  above  there  can  be  alternated  the  first  and  second  years  in  Group 
II.,  the  second  and  third  years  in  Group  III.,  and  the  second  and  third 
years  in  Group  IV.  Thus  if  there  is  time  for  one  unit  in  agriculture  in 
the  program  of  recitations^  the  school  can  offer  two  nnits;  if  there  is 
time  for  two  units,  the  school  can  offer  three  units,  and  so  on.  This 
})ermits  the  work  in  agriculture  to  l)e  organized  in  a  much  more  satis- 
factory way  and  gives  the  student  the  opportunity  to  get  more  vocational 
work,  while  no  greater  demand  is  made  upon  the  time  of  the  teacher. 

Other  subjects  in  the  program  of  studies  may  be  alternated  by  years 
also.  In  the  small  liigli  schools  there  is  no  need  for  teaching  physics  and 
chemistry  the  same  year.  American  histoiy  and  civics  can  alternate  witli 
English  history,  but  it  is  preferable  for  the  student  to  know  English 
history  as  a  foundation  for  the  high  schopl  work  in  American  history. 
Phvsiologv  and  physical  geography  can  be  alternated  without  incon- 
venience. Some  will  object  to  alternating  third  and  fourth  English,, 
but  it  has  been  done  very  successfully.  If  the  work  in  algebra  to  quad- 
ratic equations  is  well  done  the  first  year  in  the  high  school,  plane- 
geometry  can  follow  with  jio  inconvenience,  thus  permitting  an  alterna- 
tion between  second  algebra  and  plane  geometry. 

By  carefully  planning  the  alternations  that  can  be  made,  leaving  clear 
records  of  the  work  done  by  each  class  and  the  work  to  be  done  the  next 
year,  a  plastic  program  of  studies  offering  extensive  work  in  agriculture 
may  be  arranged  in-  schools  that  would  otherwise  he  limited  to  a  very 
narrow  program  of  studies. 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas         lO- 


SUGGESTIOXS  COXCEEXIXG  THE  MAXAGIXG  OF  AGRICUL- 

TIIEAL  COURSES. 

TEXTBOOKS. 

One  of  the  great  hindrances  to  introducing  more  than  one  unit  of 
agriculture  into  the- high  schools  is  the  problem  of  textbooks.  Until 
recently  there  were  very  few  suitable  texts  available  for  high  schools^ 
but  during  the  past  two  years  a  number  of  very  commendable  efforts 
have  been  made  to  meet  these  needs  of  the  schools.  The  courses  have' 
not  been  standardized  yet,  and  books  that  will  do  fairly  well  for  one 
arrangement  of  the  work  may  be  unsatisfactory  for  another.  Local  in- 
terests are  of  such  influence  that  no  set  of  texts  can.  be  selected  that 
will  be  entirely  satisfactory.  It  is  true  to  a  larger  extent,  perhaps,  in 
agriculture  than  in  any  other  part  of  high  school  work  that  the  text 
should  be  used  merely  as  a  basis  for  work,  and  the  teacher  should  be 
larger  than  the  text.  It  is  with  an  idea  of  aiding  the  teacher  to  be 
independent  of  the  textljook  that  brief  outlines  of  the  subjects  are 
included  in  this  publication. 

One  very  serious  difficulty  in  the  selection  of  textbooks  is  the  cost 
to  the  pupil.  The  science  books  usually  are  relatively  expensive;  and 
when  two  such  books  costing  a  dollar  and  a  half  or  more  a  piece  are 
required  each  year  in  agriculture,  the  burden  becomes  heavy  on  the 
parent.  One  solution  of  this  is  to  put  in  the  library  one  copy  of  the 
text  for  every  three  pupils  and  assign  references  in  the  text  and  other 
reference  books.  The  danger  is  that  such  a  method  will  develop  the 
lecture  method  of  conducting  the  recitation.  Whatever  may  be  the 
value  of  the  purely  lecture  method  in  the  college  or  university,  it  is 
safe  to  say"  that  it  is  not  adapted  to  high  school  work.  The  pupil  in 
the  high  school  needs  some  text  as  a  basis  for  his  work,  even  though  it 
mav  l)e  rather  poorly  adapted  to  the  needs  of  the  course. 

Textbooks  for  the^  subjects  in  Group  lY.  will  be  considered  first. 
Reference  books  will  be  suggested  later. 

Inhere  are  a  large  number  of  high  school  texts  in  botany.  It  is  hoped 
thai  the  short  course  suggested  in  botany  as  a  basis  for  the  work  in 
crops  of  different  kinds  will  differ  somewdiat,  at  least,  from  the  tradi- 
tional pure-science  botany.  Almost  any  of  the  good  texts  can  be  adapted 
to  the  needs  of  the  course  by  a  teacher  who  knows  what  he  wants  to 
teach.  Perhaps  the  revised  edition  of  Bergen  and  Caldwell's  Introduc- 
tion to  Botany  (Ginn  &  Co.,  price  $1.30),  which  is  just  off  the  press,, 
will  require  least  adaptation.  Other  satisfactory  texts  are  Bergen  and 
Caldwell's  Practical  Botany  (Ginn  &  Co.,  price  $1.40),  Andrews'  Prac- 
tical Course  in  Botany  (American  Book  Co.,  price  $1.50),  and  Bailey's 
Botany  for  Secondary  iSc/*oo7s  (Macmillan  Co.,  price  $1.25). 

For  the  second  term  of  the  first  year,  work  in  plant  propagation  and 
vegetable  gardening  has  been  suggested.  The  cost  of  the  books  makes 
it  undesirable  to  have  the  students  buy  a  text  for  each  of  these  subjects. 
The  need  of  a  text  in  vegetable  gardening  is  perhaps  more  urgent  than 
in  plant  propagation.     Duplicate  copies  of  Bailey's  Nursery  Booh  (Mac- 


20         Courses  in  AgricuUure  for  the  Secondarij  Schools  of  Texas 

nullan  Co.,  pike  $1.50)  should  be  put  in  the  library  for  a  text.  Several 
copies  of  Farmers'  Bulletin  Xo.  157,  Propagation  of  Plants^  should  be 
available  for  the  use  of  the  class.  It  is  possible  to  use  Texas  Experi- 
ment Station  Circular  Xo.  3,  Xew  Series,  Truck  Farming,  as  a  text 
in  vegetable  gardening  by  supplementing  it  with  books  and  bulle- 
tins in  the  library.  It  is  recommended  that  the  pupils  buy  a  text 
in  at  least  one  of  the  subjects  for  this  term.  Of  the  books  in  vege- 
table gardening  the  following  can  be  used  satisfactorily  as  a  basis  for 
the  work:  Green's  Vegetable  Gardening  (Webb  Publishing  Co.,  price 
$1.00),  and  Bailey's  Principles  of  Vegetatle  Gardening  (Macmilian 
Co.,  price  $1.50).  Whatever  text  is  used,  considerable  caie  must  be 
exercised  in  adapting  it  to  local  conditions. 

It  is  usually  preferable  to  make  the  first  year's  science  in  the  four- 
3^ear  course  in  agriculture  a  study  of  biology.  Many  teachers  prefer  to 
devote  the  entire  year  to  botany.  This  is  a  good  practice  if  time  can 
be  found  later  for  work  in  zoology  and  economic  entomology.  The 
stronger  the  students  become  in  botany,  zoology,  and  entomology,  the 
stronger  they  will  be  in  agriculture.  There  are  a  number  of  texts  on 
biology  being  used  in  this  3'ear's  work.  Hunter's  Essentials  of  Biology 
(American  Book  Co.,  price  $1.25)  is  used  in  many  high  schools  in  Texas 
at  the  present  time,  and  is  a  very  satisfactory  text.  Peabody  and  Hunt's 
Elementary  Biology  (Macmilian  Co.,  price  $1.25)  is  also  a  good  text 
for  high  school  work.  Splendid  laboratory  manuals  are  published  by 
both  companies  for  their  respective  texts,  and  these  may  be  had  at  a 
moderate  price. 

The  animal  husbandry  that  is  suggested  covers  the  whole  subject  of 
live  stock.  There  are  perhaps  only  two  books  available  for  this  course : 
Harper's  Animal  Husbandry  for  Schools  (Macmilian  Co.,  price  $1.40) 
and  Plumb's  Beginnings  in  Animal  Husbandry  (Webb  Publishing  Co., 
price  $1.25).  Either  of  these  books  will  need  to  be  supplemented  by 
reference  books  and  bulletins.  The  second,  especially,  will  need  to  be 
supplemented  greatly  for  the  work  on  dairying. 

For  the  work  in  soils  and  field  crops  a  great  variety  of  books  is  avail- 
able. The  consideration  of  economy  makes  it  desirable  to  find  a  book 
that  gives  satisfactory  work  in  both  subjects.  Perhaps  only  one  book 
is  available, — Hunt  and  Burkett's  Soils  and  Crops  (Orange  Judd  Co., 
price  $1.50).  This  book  may  be  used  as  a  basis  for  the  work,  in  spite 
of  a  very  exaggerated  formality  in  the  arrangement  of  the  subject 
matter.  The  authors  assume  that  fifteen  individual  recitations  can  be 
made  during  a  recitation  period  and  each  lesson  or  chapter  has  been 
so  constructed  as  to  contain  fifteen  paragraphs,  each  paragraph  to  be 
the  source  of  a  student's  recitation.  The  arrangement  of  the  book  would 
make  one  think  the  authors  expect  the  teacher  of  agriculture  to  ^^hear 
lessons"  rather  than  to  teach.  In  favor  of  the  book  is  the  fact  that  it 
contains  definite  work  on  soils  and  on  field  crops  that  can  be  supple- 
mented by  bulletins  and  reference  books  under  the  direction  of  a  skillful 
teacher,  and  thus  the  pupil  will  be  saved  some  expense. 

If  two  books  may  be  required  of  the  pupil,  more  choice  will  be  pos- 
sible. For  the  work  in  soils  perhaps  the  most  satisfactory  text  is  Whit- 
son  and  Walster's  Soils  and  Soil  Fertility  (Webb  Publishing  Co.,  price 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas        21 

$1.25).  Vivian's  First  Principles  of  Soil  Fertility  (Orange  Judd  Co., 
price  $1.00)  might  be  easily  adapted  for  nse.  It  contains  no  experi- 
ments and  demonstrations,  and  it  perhaps  overestimates  fertilizers,  about 
fifty  per  cent  of  the  book  being  given  over  to  the  discussion  of  manures 
ancl  fertilizers.  Snyder's  Soils  and  Fertilizers  (Macmillan  Co.,  price 
$1.25)  is  well  written  and  gives  very  desirable  work,  but  the  chemistry 
of  the  book  is  too  advanced  for  third-year  high  school  pupils.  In  the 
hands  of  a  skillful  teacher  it  might  be  easily  adapted  to  the  needs  of 
the  course. 

For  the  work  in  field  crops  for  the  South  there  is  perhaps  no  satis- 
factory text.  Duggar's  Southern  Field  Crops  (Macmillan  Co.,  price 
$1.75)  is  an  excellent  book,  but  it  will  require  very  careful  thought  for 
the  teacher  to  adapt  it  to  a  half -unit  in  general  field  crops.  It  contains 
547  pages  of  subject  matter,  and  yet  does  not  touch  upon  the  grasses, 
cowpeas,  alfalfa,  soy  beans,  clovers,  etc.  The  work  on  corn  and  cotton 
is  very  satisfactory  for  this  course,  but  other  parts  of  the  book  would 
need  to  be  abbreviated  to  give  time  for  supplementary  work  in  the  im- 
portant crops  that  are  omitted.  The  alternative  is  to  select  a  book  that 
has  been  prepared  with  the  Middle  States  or  Northern  States  in  mind, 
and  supplement  it  extensively  in  fiber  crops  and  adapt  it  to  Southern 
conditions.  In  this  class  are  the  following:  Livingston's  Field  Crop 
Production  (Macmillan  Co.,  price  $1.50)  and  WHlson  and  Warburton's 
Field  Crops  (Webb  Publishing  Co.,  price  $1.50). 

There  is  no  suitable  text  in  fruit  production  adapted  to  Texas  con- 
ditions. The  teacher  must  be  able  to  take  a  general  text  and  adapt  it 
to  the  needs  of  the  community.  It  would  be  difficult  to  prepare  a  text 
that  would  be  entirely  satisfactory  for  the  varied  horticultural  condi- 
tions in  Texas.  Texas  Department  of  Agriculture  Bulletin  No.  32, 
A  B  C  of  Fruit  Growing,  Avill  be  of  great  value  to  the  teacher  and  may 
even  be  used  by  the  class  as  a  text.  Among  the  books  that  may  be 
used  for  a  text  should  be  mentioned  Goff's  Lessons  in  Fruit  (Jrowing 
(University  Cooperative  Association,  Madison,  Wis.,  price  $1.50), 
Green's  Popular  Fruit  Growing  (Webb  Publishing  Co.,  price  $1.50), 
and  Bailey's  Principles  of  Fruit  Growing  (Macmillan  Co.,  price  $1.50). 

For  the  work  in  farm  mechanics,  farm  management,  and  home  grounds 
there  is  no  text  whatever.  A  delightful  little  book  has  just  been  pub- 
lished that  will  be  very  satisfactory  as  a  basis  for  the  farm  management. 
Boss'  Farm  Management  (Lyons  and  Carnahan,  price  90  cents).  If  it 
be  permissible  to  have  the  pupils  buy  two  books  during  the  half  year, 
Davidson's  Agricultural  Engineering  (Webb  Publishing  Co.,  price  $1.50) 
will  serve  as  a  basis  for  the  work  in  the  farm  mechanics.  More  work 
is  offered  in  this  book  than  there  will  be  time  for,  but  adaptation  will 
be  easy.  For  the  few  weeks'  w^ork,  which  is  very  desirable,  in  improve- 
ment and  ornamentation  of  home  grounds,  reference  books  and  bulletins 
can  be  used. 

Some  of  the  books  recommended  above  can  be  used  for  the  corre- 
sponding work  in  courses  other  than  that  in  Group  IV.  In  Group  III. 
no  change  need  be  made  from  the  above,  except  that  Hunt  and  Burkett's 
Soils  and  Crops  (Orange  Judd  Co.,  price  $1.50)  is  the  book  that  would 
naturally  be  selected.  In  Group  I.  the  state-adopted  .text,  Warren's 
Elements  of  Agriculture   (Macmillan  Co.,  price  $1.10),  is  the  text  re- 


22         Courses  in  Agriculture  for  the  Secondarij  ^Scltools  of  Texas 

quired  by  law,  and  is  very  satisfactory.  In  Group  II.  it  will  be  pos- 
sible to  use  Warren's  Elements  of  AqricuHure  for  the  first  year.  The 
iirst  nine  chapters  should  form  the  basis  of  the  work.  Much  supple- 
mentary work  should  be  given,  especially  in  the  elements  of  botany. 
Clute's  Agronomy  (Ginn  &  Co.,  price  $1.00)  is  very  satisfactory  for  the 
first  half  of  this  year's  work,  but  there  is  no  book  suitable  for  the  work 
in  general  crops.  One  of  the  books  on  field  crops  may  be  used  by  sup- 
plementing it  for  horticultural  crops.  For  the  second  year  a  text  in 
animal  husbandry  should  be  selected. 

Still  other  arrangements  of  the  sul)ject  matter  may  l)e  desirable  in 
some  localities.  If  a  half-unit  course  is  offered  in  dairying,  Michels' 
Dairy  Farming  (the  author,  Milkaukee,  price  $1.00)  will  be  found  sat- 
isfactory. Wing's  Milk  and  Its  Products  (Macmillan  Co.,  price  $1.50) 
or  Van  Slyke's  Modern  Methods  of  Testing  Milk  Products  (Orange 
Judd  Co.,  price  $1.00)  may  be  used  by  supplementing  it  extensively  in 
the  study  of  milk  production.  If  a  half-unit  is  given  to  poultry,  Wat- 
son's Farm  Poultry  (Macmillan  Co.,  price  $1.50)  will  be  a  satisfactory 
text.  Robinson's  Principles  and  Practices  of  Poultry  Culture  (Ginn  & 
Co.,  price  $2.50)  and  Lewis'  Productive  Poultry  Husbandry  (Lippin- 
cott  Co.,  price  $2.00)  are  excellent  texts,  but  are  a  little  heavy  for 
the  high  school,  and  the  prices  are  against  them.  For  a  half-unit  in 
landscape  gardening  Waugh's  revision  of  Kemp's  Landscape  Gardening 
(John  Wiley  &  Sons,  price  $1.50)  is  available,  but  it  will  need  to  be 
supplemented  by  a  study  of  ornamental  plants.  Another  very  satisfac- 
tory little  text  is  Waugh's  Landscape  Gardening  (Orange  Jiidd  Co., 
price  75  cents).  This  text  will  need  a  great  deal  of  supplementary  work. 
In  some  communities  a  course  in  economic  entomology  will  l3e  very 
popular.  There  seems  to  be  no  very  satisfactpry  book  for  this  course. 
Perhaps  the  best  plan  will  be  to  select  such  a  book  as  Sanderson  and 
Jackson's  Elementary  Entomology  (Ginn  &  Co.,  price  $2.00)  and  sup- 
plement it  with  bulletins  and  with  such  a  book  as  Sanderson's  Insect 
Pests  of  Farm,  Garden  and  Orchard  (Wiley  &  Sons,  price  $3.00)  for 
most  of  the  economic  forms. 

NOTEBOOKS. 

It  is  important  that  note1)ooks  in  the  different  subjects  in  agriculture 
be  kept  carefully  and  Ticcurately.  In  addition  to  the  recoi'd  of  all 
experiments  performed  and  other  practice  work  done,  the  notebook 
might  contain  notes  on  supplementary  work  given  by  the  teacher,  notes 
on  a  special  report  made  by  a  member  of  the  class,  a  general  outline 
of  the  subject  matter  of  the  course,  accounts  of  field  trips,  etc.,  and 
abstracts  or  outlines  of  all  assigned  readings  other  than  the  text.  It  is 
worth  while  to  require  neat  drawings  and  careful  tabulations  of  data. 
All  notes  should  be  written  in  ink.  The  notebook  should  be  such  that 
the  pupil  will  value  it  after  the  school  course  is  finished. 

RECITATION  PERIODS. 

The  amount  of  time  that  should  be  given  to  the  i-ecitation  and  the 
laboratory  work  each  week  will  vary  slightly  with  the  subject.     There 


Course.s  in  Agriculture  for  the  Secondari/  Schools  of  Terns         23 

should  be  five  recitations  or  their  equivalent  each  week.  In  the  major 
part  of  the  work  it  will  be  best  to  give  three  single  periods  to  recita- 
tions, and  two  double  periods  to  laboratory  or  field  work,  each  week. 

COLLECTED    ^MATERIAL.    EXHIBITS,   ETC. 

An  agricultural  laboratory  should ,  present  somewhat  the  appearance 
•of  an  agricultural  fair  in  the  great  variety  of  products,  exhibits,  and 
other  educational  materials  that  have  been  collected  and  preserved. 
Much  of  this  material  will  be  needed  from  time  to  time  to  make  con- 
crete the  textbook  work.  Some  of  it  will  be  a  silent  means  of  edu- 
cating the  pupils  and  the  visiting  patrons.  It  is  a  reflection  upon  the 
teaclier  when  there  is  found  upon  the  shelves  and  in  the  cases  in  the 
laboratory  only  a  few  bottles  of  beans  and  peas  and  a  few  inferior  ears 
of  corn.  There  are  listed  below  a  few  of  the  numerous  collections  that 
should  be  in  every  laboratory.  By  no  means  can  a  teacher  and  the 
clashes  be  expected  to  complete  such  a  list  in  one  year,  but  a  start  should 
be  made,  and  additions  should  be  made  from  time  to  time  as  oppor- 
tunity presents  itself. 

1.  Herbarium — mounted  and  named  specimens. 

a.  Various  grasses  in  the  community. 

b.  Various  weeds  in  the  community. 

c.  A^arious  wild  flowers  in  the  community. 

2.  Collections  of  agricultural  pictures,  charts,  etc. 

3.  Bottled  specimens. 

a.  Fertilizers. 

b.  Feeds. 

c.  Insects. 

d.  Types  of  soil. 

e.  Seeds  (farm  crops,  garden,  weed,  acorns,  pecans,  etc.). 

f.  Corn  products. 

g.  Cotton  seed  products, 
h.  Fruits. 

•    i.     Diseased  fruits,  twigs,  etc. 
j.     Spray  materials. 

4.  Permanent  mounts  of  types  of  wheat,  barley,  oats,  etc. 

5.  Commercial  classes  of  cotton. 

6.  Variety  ears  of  corn. 

7.  Varieties  of  wheat,  oats,  cotton,  etc. 

8.  Mounted  insects. 

9.  Excellent  and  poor  types  of  ears  of  corn. 

10.  Types  of  corn  kernels  as  to  shape. 

11.  Models  of  poultry  house,  dairy  barn,  septic  tank^  etc. 

VISITS  AND  FIELD   TRIPS. 

That  time  should  he  devoted  to  field  trips  and  visits,  cannot  be  x^m- 
phasized  too  strongly.  It  is  important  that  the  pupils  be  given  oppor- 
tunity to  observe  as  much  as  possible  of  the  practical  side  of  agriculture 
in  all  its  phases.  Excursions  and  visits  can  frequently  be  planned  for> 
Saturdav  wlien  time  on  school  davs  cannot  be  arranged.     Careful  notes 


24         Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 

of  all  siicli  work  should  be  inserted  in  the  notebooks.  Some  of  the 
numerous  visits  and  trips  that  will  be  valuable  are  the  following:  trips 
to  greenhouses  and  parks,  nurseries,  truck  gardens  and  markets,  stock 
farms,  stock  yards,  fairs  and  shows,  dairies,  creameries,  poultrv  farms, 
poultry  yards  and  markets,  orchards  and  fruit  markets,  implement 
houses,  typical  farms,  agricultural  colleges  and  experiment  stations; 
and  to  fields  to  study  soils,  crops,  insects,  weeds,  etc. 

PROJECT  WORK. 

There  is  a  great  opportunity  for  the  teacher  of  agriculture  to  accom- 
plish valuable  results  with  his  students  in  so-called  project  work  or  part- 
time  work.  The  term  part-time  indicates  that  part  of  the  work  of  the 
student  is  done  in  school  and  part  out  of  school.  A  certain  project  is 
undertaken  by  the  students  under  the  supervision  of  the  teacher.  The 
scientific  principles  involved  are  carefully  studied,  and  plans  are  out- 
lined in  detail;  the  work  is  done,  observations  are  made,  notes  are 
recorded,  and  a  complete  report  of  the  project  is  submitted  to  the  school. 
The  student,  assisted  by  the  expert  advice  of  his  teacher,  has  put  into 
practice  on  his  own  farm  or  on  the  school  farm  under  a  specific  set  of 
natural  conditions,  certain  principles  involved  in  his  agricultural  course. 

This  sort  of  work  is  thoroughly  practical  and  will  serve  to  rob  the 
pessimisms  derisive  "book  farming"  of  its  stigma.  Project  work  puts 
the  boy  into  actual  farm  problems,  where  more  or  less  expenditure  of 
money  is  necessary  and  where  incomes  may  be  expected.  School  work 
assumes  an  appearance  of  business  life  that  proves  very  attractive  to 
the  adolescent. 

Some  project  work  could  be  completed  during  the  school  session,  but 
much  of  it  will  continue  into  or  through  the  summer.  This  makes  it 
very  important  that  the  teacher  should  be  employed  for  the  year,  so 
that  he  may  supervise  his  students^  projects  during  the  summer  as  well 
as  during  the  school  session. 

The  giving  of  school  credit  for  project  work  is  a  matter  that  the 
individual  teacher  must  work  out  for  his  school.  Each  agricultural 
subject  may  be  made  to  include  a  certain  amount  of  project  work,  just 
as  it  includes  laboratory  work.  Credit  in  the  subject  may  be  withheld 
until  the  project  has  been  finished  and  reported.  An  extra  number  of 
units  for  graduation  may  be  adopted — eighteen  instead  of  sixteen,  for 
instance.  The  additional  two  units  may  be  made  by  taking  subjects 
in  the  curriculum,  by  doing  some  project  work,  or  by  doing  some  other 
work  out  of  school,  but  with  the  approval  and  under  the  supervision 
of  the  school,  such  as  music,  art,  printing,  painting,  etc.  Still 
another  method  is  to  allow  honor  credits  as  special  distinction  for  the 
students  who  have  done  work  in  addition  to  the  work  in  the  curriculum. 

The  project  work  may  be  divided  into  three  general  classes:  (1)  pro- 
duction, (2)  demonstration,  and  (3)  improvement.  In  some  cases  the 
project  may  include  all  of  the  features.  A  few  examples  of  this  kind 
of  work  are  listed  below.     These  will  suggest  many  more. 

Production  Projects : 

1.     Growing  an  acre  of  corn,  cotton,  tomatoes,  potatoes,  etc. 
'<?.     Developing  an  acre  of  alfalfa. 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas        25 

3.  Starting  an  orchard, — peaches,  figs,  plums,  etc. 

4.  Producing  a  beriT  patch. — strawberries,  blackberries,  etc. 

5.  Pruning,  spraying,  and  managing  an  orchard. 

6.  Care  of  a  dair}^  cow. 

7.  Care  of  25  hens  for  egg  production. 

8.  Growing  *chicks  for  market. 

9.  Care  of  brood  sow  and  litter. 

Demonstration  Projects : 

1.  Use  of  lime  on  land. 

2.  Grafting  and  budding  certain  kinds  of  trees. 

3.  Treatment  of  oats  for  smut. 

4.  Treatment  of  potatoes  for  scab. 

5.  Testing  new  varieties. 

6.  Comparison  of  sprayed  and  unsprayed  orchards. 

7.  Comparison  of  different  rations. 

8.  Deep  and  shallow  cultivation. 

Improvement  Projects: 

1.  Developing  a  lawn. 

2.  Planning  and  executing  a  landscape  design. 

3.  Cement  work, — walks,  posts,  troughs,  etc. 

4.  Eeplanning  a  farm. 

5.  A  plan  for  water  system,  bath  and  sewage  in  farm  home. 

6.  Construction  of  buildings,  gates,  etc. 

Space  does  not  permit  a  detailed  discussion  of  this  work.  Massachu- 
setts has  done  more,  perhaps,  than  any  other  state  in  securing  this  close 
relation  between  school  and  home  in  agricultural  work.  Valuable  lit- 
erature on  the  subject  may  be  secured  by  writing  to  the  State  Depart- 
ment of  Education  at  Boston.  United  States  Bureau  of  Education's 
Bulletin,  J91Jf,  No.  8,  is  an  explanation  of  the  Massachusetts  plan. 

SCHOOL   FARM. 

The  school  should  have  at  least  three  acres  suitable  for  field  and  hor- 
ticultural crops,  conveniently  located  for  the  use  of  the  students.  Larger 
farms  will  be  desirable  if  the  farm  is  to  be  run  on  a  commercial  basis 
and  if  live  stock  are  to  be  kept  for  the  use  of  the  school.  It  is  possible 
for  the  school  to  employ  a  foreman  or  farmer  and  run  a  large  farm 
under  the  supervision  of  the  teacher  of  agriculture,  and  to  make  the 
farm  pay  the  expenses  of  the  department  of  agriculture  in  the  school. 
This,  however,  involves  a  dangerout  risk.  The  teacher  will  have  many 
things  to  demand  his  time  and  attention,  and  the  purely  school  duties 
may  suffer.  In  general  the  farm  should  be  looked  upon  as  a  part  of 
the  equipment  of  the  school  for  teaching  agriculture,  and  all  commercial 
considerations  should  be  secondary  at  least. 

Too  much  emphasis  cannot  be  placed  upon  the  value  of  the  school 
farm  in  appealing  to  the  interests  of  the  adolescent  and  in  teaching  the 
principles    of   agriculture.     Xot   all   people   can   have   the   pleasure  of 


26         Courses  in  Agriculture  for  the  Secondary  Scliools  of  Texas 

owning  and  handling  live  stock,  but  everyone  with  onh^  a  few  square 
feet  of  ground,  or  with  only  a  window  box,  can  have  plants  to  fondle 
and  care  for.  It  is  in  the  school  garden  that  the  appreciation  of  plants 
can  be  made  keener  and  the  theories  can  be  put  into  practice. 

The  school  farm  should  be  made'  the  most  interesting  spot  in  the 
community.  It  should  be  a  means  of  education  to  the  community  in 
general  as  well  as  to  the  members  of  the  agricultural  classes.  If  it  has 
been  managed  properly,  it  will  be  a  favorite  place  for  young  and  old 
alike  to  visit  on  Sundays,  holidays,  etc.,  to  read  the  labels  explaining 
the  nature  of  the  experiments  and  demonstrations,  and  to  observe  the 
progress  of  the  different  crops.  Woe  to  the  teacher  whose  field  and 
garden  plots  are  such  that  the  returning  crowds  give  a  sneer  of  disgust ! 
On  the  other  hand,  when  everything  shows  plan,  order,  skill  and  attrac- 
tiveness, a  favorable  report  will  be  heralded  far  and  wide  and  the  occa- 
sional grouch  \\i\\  change  his  attitude. 

The  work  on  the  farm  presents  a  hard  problem.  The  laboratory 
periods  should  be  used  for  that  part  of  the  work  that  is  clearly  of  suffi- 
cient educational  value  to  justify  the  use  of  part  of  the  school  day. 
It  is  preferable  that  all  of  the  work  be  done  by  the  students,  but  the 
purely  manual  labor  that  is  relatively  low  in  educational  value  should 
be  done  outside  of  the  two  double  periods  a  week  assigned  to  the  field 
and  laboratory  work.  Each  student  may  be  held  responsible  for  all 
the  work  in  his  or  her  individual  plot  after  the  ground  has  been  broken 
and  harrowed.  For  work  on  the  farm  other  than  the  individual  plot, 
moderate  wages  may  be  paid,  participation  in  the  proceeds  of  the  ground 
may  be  allowed^  or  the  community  spirit  of  the  school  may  be  so  de- 
veloped that  the  work  will  be  donated  and  the  proceeds  used  for  equip- 
ment, library,  improvements,  athletics,  etc. 

There  are  numerous  uses  to  which  the  farm  may  be  put.  Space 'will 
not  permit  a  detailed  discussion  of  the  subject.  A  few  uses  are  listed 
with  very  few  comments. 

1.  Garden  plot. — Provide  individual  plots  for  high  school  classes. 
Satisfactory  size  is  about  12x40  feet.  Plant  rows  the  short  way.  Ar- 
range crops  according  to  the  principles  of  succession  of  crops  and  of 
companion  cropping.     Use  a  wide  range  of  plants. 

2.  Grass  gardens.- -This  should  contain  all  the  economic  grasses  of 
the  country;  Bermuda,  Johnson  grass,  Sudan  grass,  timothy,  blue  grass, 
orchard  grass,  rescue  grass,  etc.  The  purpose  is  that  it  should  serve  as 
a  sort  of  exhibit  of  living  grasses.     Label  all  plainly. 

■I.  Legume  garden. — This  should  contain  all  the  legumes  of  impor- 
tance as  field  crops. 

4.  Sorghum  garden. 

5.  Cereal  garden. 

6.  Variety  gardens. — Use  separate  gardens  for  varieties  of  corn,  cot- 
ton, wheat,  oats,  etc. 

7.  N'ursery. — The  classes  in  plant  propagation  will  need  material  to 
work  upon.  Seedlings  may  be  grown  for  grafting,  budding,  etc.  It 
may  be  made  somewhat  commercial. 

8.  Berry  patches. — Strawberries,  blackberries,  dewberries,  etc.,  may 
be  grown  for  work  in  propagation,  pruning,  etc.,  for  the  educational 
value  of  knowing  them,  and  for  commercial  profit.  * 


Courses  in  Agriculture  for  the  iSecondary  ^^cliools  of  Texas         'Z^i 

9.  Orchard. — This  shoukl  include  at  least  a  few  of  all  fruit  trees  that 
will  grow  in  the  communit}'.  The  purpose  is  educational,  for  experience 
in  propagation,  pruning,  etc. ;  and  it  may  be  for  profit. 

10.  Vineyard. — This  should  be  large  enough  to  give  exjjerience  in 
pruning,  etc. 

11.  Crop  rotation  test. — At  least  1-20  acre  plots  should  be  used: 
1-10  acre  jolots  Avill  be  better.     The  following  experiment  is  suggested: 


Plot 
I 


Rotation  of  Crops. 
First  Year  Second  Year  Third  Year 

Corn  Corn  Corn 


II 

Oats 

Oats 

Oats 

III 

Cotton 

Cotton 

Cotton 

IV 

Corn 

Oats      folowed 
cowpeas      to 
plowed  under 

by     Cotton 
be 

V 

Oats  followed  by  cow- 
peas   to    be    plowed 
under 

Cotton 

Corn 

:v 

Cotton 

Corn 

Oats  followed  by  cow- 
peas   to    be    plowed 
under 

VII     Corn,  200  pounds  acid     Oats     followed     by     Cotton,     200     pounds 
phosphate  per  acre  cowpeas      to      be         acid    phosphate   per 

plowed  under  acre 

VIII  Oats  followed  by  cow-  Cotton,  200  pounds  Corn,  200  pounds  acid 
peas  to  be  plowed  acid  phosphate  per  phosphate  per  acre 
under  acre 

IX  Cotton,  200  pounds  Corn,  200  pounds  Oats  followed  by  cow- 
acid  phosphate  per  acid  phosphate  per  peas  to  be  plowed 
acre  acre  under 

12.     Fertilizer  Test. — Size  of  plots  should  be  the  same  for  crop  rota- 
tion tests.     The  following  experiment  is  suggested: 


PLAT    NUMBER    AND    FERTILIZER. 

(1)  Xo  fertilizer. 

(2)  Xitrate  of  soda,  100  pounds  per  acre,  or  cotton  seed  meal,  200 
pounds  per  acre. 

(3)  Acid  phosphate,  200  pounds  per  acre. 

(4)  Sul]Dhate  of  potasli,  100  pounds  per  acre,  or  muriate  of  }X)tash, 
100  pounds  per  acre. 

(5)  Xo  fertilizer. 

(6)  Xitrate  of  soda,  100  pounds  per  acre,  or  cotton  seed  meal,  200 
pounds  per  acre,  and  sulphate  or  muriate  of  potash,  100  pounds  per  acre. 

(7)  Xitrate  of  soda,  100  pounds  per  acre,  or  cotton  seed  meal,  200 
pounds  per  acre,  and  acid  phosphate,  200  pounds  per  acre. 

(8)  Acid  phosphate,  200  pounds  per  acre,  and  sulphate  or  muriate 
of  potash..  10()  pounds' per  acre. 


2S         Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 

(9)  jSTo  fertilizer. 

(10)  Nitrate  of  soda,  100  pounds  per  acre,  or  cotton  seed  meal.  200 
pounds  per  acre,  and  acid  phosphate,  200  pounds  per  acre,  and  sulphate 
or  muriate  of  jx)tash,  100  pounds  per  acre. 

(11)  Stable  manure,  ten  tens  per  acre. 

(By  special  arrangement  schools  may  be  able  to  secure  fertilizers 
free  of  charge  from  the  State  Chemist  at  College  Station  for  a  cooper- 
ative experiment  similar  to  the  above.) 

13.  Ear-to-vow  and  plant-to-vow  tests. — Develo])  liigli-yielding 
strains  of  corn  and  cotton.  Plant  the  improved  seed  to  raise  seed  for 
v^aie.     For  method  of  procedure  consult  Duggar's  Southern  Field  Crops. 

14.  Hill  test  of  potatoes. — -Develop  high-yieldins^  strain. 

15.  Test  out  new  varieties  of  crops. 

16.  Cultivation  tests. — Try  deep  and  sliallow  cultivation,  dry  meth- 
ods of  farming,  ridging,  and  listing. 

17.  Model  kitchen  garden. 

18.  Student  project  work. 

19.  Production  of  feed  for  school  stock. 

20.  Poultry  yards,  barn,  and  barn  yard. 

21.  Commercial  production. 

a.  Nursery  supplies  of  apples,  peaches,  figs,  etc. 

b.  Truck  crops. 

c.  Hot  bed  plants  for  garden  and  flower  beds. 

d.  Pure  bred  seed — corn,  cotton,  oats,  potatoes,  etc. 

Care  should  be  taken  to  label  plainly  and  neatly  all  experiments,  dem- 
onstrations, and  exhibits  so  that  the  greatest  educational  value  will 
result  to  the  community.  Labels  nriade  by  nailing  a  10xl8xl-inch  board 
across  a  2x4-inch  stake  are  satisfactory.  The  labels  should  be  painted 
white  and  lettered  in  black.  Line  the  labels  so  the  grounds  will  have 
an  orderly  appearance.  The  appearance  of  the  field  may  be  improved 
still  further  by  framing  in  at  least  part  of  the  field  with  a  border  of 
ornamental  shrubs  and  flowers.  The  border  can  be  developed  year  by 
year  until  at  least  the  school  garden  is  surrounded  by  a  well  planned 
border. 

COMMUNITY  AND  EXTENSION  WORK. 

The  public  school  system  of  the  United  States  is  beginning  to  realize 
that  it  has  responsibilities  outside  of  the  school  room.  Various  lines  of 
so-called  extension  work  are  being  carried  on  by  the  schools  in  some 
localities.  The  department  of  agriculture  in  the  high  school  has  an 
almost  unlimited  field  in  this  work.  Not  only  is  there  the  opportunity, 
but  it  is  the  duty  of  the  teacher  of  agriculture  to  include  the  community 
in  his  field  of  endeavor. 

To  do  this  extension  work  well  requires  a  combination  of  qualifications 
that  is  not  always  found  in  a  teacher.  The  man  must  be  well  trained 
in  agriculture,  must  know  how  to  solve  the  local  problems,  must  be 
able  to  talk  easily  and  forcefully,  and  must  be  able  to  associate  with 
the  people  of  the  community  and  impress  them  with  his  interest  in 
their  problems  and  with  his  ability  to  help  them. 

The  teacher  of  agriculture  should  not  fail  to  cooperate   with   every 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas         29 

agency  in  the  community  that  is  helping  in  the  uplift  of  community 
life.  There  are  men  and  women  sent  out  by  the  state  institutions  and 
by  tlie  United  States  government  who  will  be  willing  to  assist  in  every 
undertaking.  Those  schools  located  in  counties  that  have  a  farm  dem- 
onstration agent  and  a  canning  club  agent  are  very  fortunate.  The 
cooperation  between  the  school  and  these  agents  should  be  very  close. 
Each  can  assist  the  other,  and  the  community  will  profit  greatly  in  the 
result.  The  sub-stations  of  the  experiment  station  can  be  used  in  many 
ways  by  the  schools  within  reach  of  them. 

There  are  listed  below  some  of  the  various  lines  of  work  that  have 
been  found  satisfactory  in  different  localities : 

I.     Work  with  farmers: 

1.  Farmers'  clubs    (horticultural,  animal  husbandry,  etc.). 

2.  Farmers'  week  and  short  course. 

3.  Field    and    orchard    demonstrations     (pruning,    grafting, 

spraying,  treatment  of  smuts,  potato  scab,  etc.). 

4.  Cooperative  experiments  on  farms. 

5.  Good  seed  distribution   (orders). 

6.  Milk  testing,  records  of  herds. 

7.  Planning  buildings. 

8.  Introduction  of  improved  live  stock. 

9.  Seed  testing. 

10.  Home  decoration  and  improvement. 

11.  Sanitation  of  home. 

12.  Farm  visits  on  request. 

13.  Hog  cholera  serum  demonstration. 

14.  Dipping  demonstration. 

15.  Keeping  farm  accounts. 

16.  Balancing  rations. 

17.  Growing  pure-bred  seeds. 

18.  Planning  rotation  of  crops. 

19.  Planning  farms. 

20.  Planning  kitchen  garden. 

21.  Treatment  of  fence  posts. 
22-  "For  sale"  and  "want"  lists. 

23.  Nursery  supplies,  etc.,  for  sale. 

24.  Traveling  agricultural  library. 

25.  Demonstration  of  tile  drainage. 

II.     Work  with  women  and  women's  clubs. 

1.  Short  courses  in  poultry,  vegetable  gardening,  landscape 

gardening,  etc. 

2.  Civic  improvement. 

3.  Landscape  gardening. 

4.  C*ooperative  experiments  in  poultry,  vegetables,  flowers,  etc. 

III.     Work  with  young  people. 

1.  Short  courses. 

2.  Agricultural  clubs,  contests,  shows,  etc. 


30         Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 

3.  Xatnre  stud}^  clubs. 

4.  Litcrar}'  societies. 

5.  Clean-up  dav,  etc, 

6.  Field  dav. 

7.  Bird  day. 

8.  Arbor  day. 

IV.     Work  with  rural  and  eleiuentary  school  teachers : 

1.  Agricultural  study  classes. 

3.  Xature  study  rambles. 

3.  Lessons  and  experiments  in  agriculture. 

4.  School  rallies. 

V.     Other  lines  of  community  work : 

1.  Xewspaper  articles. 

2.  Agricultural  supplements  to  local  paper. 

3.  Bulletins. 

4.  Use  of  concrete  on  the  farm. 

5.  Demonstration  of  septic  tank. 

6.  Models  of  poultry  house,  dairy  barn,  etc. 

7.  Forms  for  concrete  silos  (to  be  loaned  or  rented  to  ffirmers). 

Xo  one  teacher  can  engage  in  all  these  lines  of  work  at  once.  Per- 
haps there  aie  few  teachers  who  will  be  qualified  to  do  well  such  a 
variety  of  work.  Yet,  every  teacher  should  attempt  some  community 
work.  He  should  select  from  the  things  he  can  do  well  those  things 
that  are  most  needed  in  the  community.  He  should  not  attempt  too 
many  things  at  once.     He  should  do  well  everytliing  he  attempts. 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas         31 


SYLLABI  AXD  EQUIPMENT. 

rSE    OF    OUTLINES. 

It  is  not  expected  that  the  following  outlines  will  be  followed  ver- 
batim by  any  teacher.  They  are  intended  to  be  suggestive,  and  to  show 
something  of  the  scope  of  w^ork  that  should  be  done.  It  is  impossible 
to  make  an  outline  that  will  be  entirely  satisfactory,  for  every  locality 
in  Texas.  It  is  hoped  that  the  suggestions  will  aid  the  inexperienced 
teacher  to  adapt  rather  unsatisfactory  textbooks  to  use  in  high  school 
agriculture  under  Texas  conditions.  Inquiries  concerning  the  adapta- 
tion to  local  conditions  will  be  gladly  answered. 

REFEREXCE   BOOKS^   ETC. 

At  the  end  of  each  outline  is  suggested  a  list  of  books  and  bulletins 
that  should  be  in  the  library.  In  some  cases  it  will  be  more  desirable 
to  have  duplicate  copies  of  one  book  than  to  have  one  copy  each  of 
several.  No  school  should  be  content  with  less  than  the  minimum  list 
suggested.  Additions  should  be  made  as  fast  as  opportunity  can  be 
found.  The  publications  of  the  United  States  Department  of  Agri- 
culture can  be  obtained,  usually  free  of  charge,  from  the  Congressman 
of  the  district  or  from  one  of  the  United  States  Senators.  From  five 
to  ten  copies  of  many  of  these  bulletins  should  be  secured  for  the  library. 
Should  no  free  copies  of  the  bulletins  be  available,  the  Superintendent 
of  Documents,  Washington,  D.  C,  will  supply  them  at  a  very  moderate 
cost.  From  Gaylord  Brothers,  Syracuse,  N".  Y.,  can  be  procured  paste- 
board bindings  that  will  greatly  increase  the  life  of  the  bulletins. 
Usually  book  companies  that  make  a  specialty  of  books  will  give  at  least 
ten  per  cent  discount  to  schools.  When  the  order  from  the  different 
companies  is  small,  it  may  be  more  satisfactory  to  send  the  entire  order 
to  a  wholesale  company,  such  as  A.  C.  McClurg  or  the  Book  Supply 
Company  of  Chicago,  or  Baker  and  Taylor  of  New  York.  It  may  be 
that  the  Southern  Book  Depository  or  the  Texas  School  Book  Deposit- 
ory of  Dallas  can  fill  the  order. 

PUBLICATIOXS   FOR    TEACHERS    OF   AGRICULTURE. 

1.  Bricker:    The  Teaching  of  Agriculture  in  the  High  School.     (Mac- 

millan  Co.,  Dallas,  Texas),  $1.00. 

2.  Davis :      Agricultural    Instruction    in   the    Public    High    Schools. 

(The  University  of  Chicago  Press,  Chicago,  111.),  $1.00. 

3.  Hummel:     Materials   and   Methods  in   High   School  Agriculture, 

(Macmillan  Co.,  Dallas),  $1.25. 

4.  Eobison:     Agricultural  Education  in  the  Public  Schools.    (Teach- 

ers College,  Columbia  University,  New  York),  $1.50. 

5.  Bulletin,  1913,  No.  6:     Agricultural  Instruction  in  High  Schools. 

(U.  S.  Bureau  of  Education.) 

6.  Bulletin,    1912,    No.    6:      Agricultural    Education   in    Secondary 

Schools.     (U.  S.  Bureau  of  Education.) 


32         Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 

7.  Bulletin,   1913,   Xo.   14:     Agricultural   Instruction  in   Secondary 

Schools.     (IT.  S.  Bureau  of  Education.) 

8.  Bulletin,  1912,  No.  44:   -Agrieultuie  in  Eural  Schools.     (Michigan 

Agriculaural  College,  E.  Lansing,  Mich.) 

9.  A  Year  in  Agriculture  in  a  Eural  Vermont  High  School.     (Mid- 

dlebury  College,  Middlebury,  Vt.) 

10.  Circular  106:     American  System  of  Agricultural  Education.     (U. 

U.  Dept.  of  Agriculture.) 

11.  Bulletin  N'o.  6:     Agricultural  Project  Study  Bibliography.    (State 

Board  of '  Education,  Boston,  Mass,  1912.) 

12.  Bulletin,  1912,  No.  4:    Agricultural  Project  Study.     (State  Board 

of  Education,  Boston,  Mass.) 

13.  Farmers'  Bulletin  No.  385:     Boys  and  Girls'  Agricultural  Clubs. 

(U.  S.  Dept.  of  Agriculture.) 

14.  Bulletin,  1912,  No.  28 :     Cultivating  the  School  Grounds  in  Wake, 

North  Carolina.     (U.  S.  Bureau  of  Education.) 

15.  Bulletin  No.  11:     A  Course  in  Agriculture  for  the  High  Schools 

of  Michigan.      (Michigan  Agricultural  College,   Department  of 
Agricultural  Education,  East  Lansing,  Mich.) 

16.  Courses  in  Agriculture  for  High  Schools  and  Academies  in  Maine. 

.  (Department  of  Education,  Augusta,  Me.) 

17.  Circular  84:     Education  for  County  Life.     (L^.  S.  Department  of 

Agriculture. ) 

18.  Bulletin  No.  11 :    H.  S.  Series,  High  School  Courses  in  Agriculture. 

(University  of  Wisconsin,  Madison,  Wis.) 

19.  Bulletin,  1912,  No.  10:     Junior  Agricultural  Association  of  Mich- 

igan for  Boys  and  Girls.     (State  Department  of  Education,  Lans- 
ing, Mich.) 

20.  Laboratory  Exercises  in  Secondary  School  Agriculture.     (Depart- 

ment of  Education,  Augusta,  Me.) 

21.  Manual  of  Agriculture.      (Department  of  Education,  Montpelier, 

vt.) 

22.  1915,  >sO.   9:     Project   Study  Outlines  for  Vegetable  Gardening. 

(State  Board  of  Education,  Boston,  Mass.) 

23.  Public  School  x^griculture.      (Massachusetts  Agricultural  College, 

Amherst,  Mass.) 

24.  Circular   No.   77 :     A    Secondary   Course   in  Agronomy.      (L^.    S. 

Dept.  of  Agriculture.) 

25.  Circular  91:     Secondary  Education  in  Agriculture  in  the  United 

States.     (U.  S.  Dept.  of  Agriculture.) 

26.  Bulletin  No.  160:    School  Gardens.     (U.  S.  Dept.  of  Agriculture.) 

27.  Bulletin  No.  204:     School  Gardening  and  Nature  Study  in  Eng- 

lish Rural  Schools  and  in  London.     (Department  of  Agriculture.) 

28.  Syllabus    for    Secondary    Schools,    Agriculture.      (Department   of 

Education,  Albany,  N.  Y.) 

29.  Bulletin  No.  36:     Secondary  Course  in  Agriculture.     (State  De- 

partment of  Education,  St.  Paul,  Minn.) 

30.  Circular    60:      Teaching    of    Agriculture   in   the    Rural    Common 

Schools.     (U.  S.  Dept.  of  Agriculture.) 


Conrses  in  Agriculture  for  the  Secondary  Schools  of  Texas         33 

31.  Bulletin  No.  2:    Tentative  Course  of  Study  in  Industrial  Subjects 

for  the  Public  Schools  of  Indiana.    Agriculture.     (State  Depart- 
ment of  Education,  Indianapolis,  Ind.) 

32.  Circular  118:    The  Work  of  the  Agricultural  Colleges  in  Training 

Teachers  of  Agriculture  for  Secondary  Schools.     (U.  S.  Dept. 
of  Agriculture.) 

33.  Farmers'  Bulletin  l<lo.  586 :      Collection  and  Preservation  of  Plant 

Material  for  Use  in  the  Study  of  Agriculture.     (U.  S.  Dept.  of 
Agriculture.) 


34         Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 

PLANT  PEOPAGATIOK 

I.     Introduction. 

1.  Definition. 

3.  Plants  according  to  life  cycle :  annuals,  biennials,  perennials. 

3.  Method  of  plant  growth  in  circumference  and  in  length. 

4.  Buds, — location,  variation,  importance. 

5.  Art  of  plant  propagation  versus  science  of  plant  propagation. 

II.     Methods  of  plant  propagation. 

A.     By  buds. 

1.  On  their  own  roots,  or  layerage. 

(1)  Root  tips,  as  in  blackberry,  etc. 

(2)  Eunners  or  stolons,  as  strawberries,  Bermuda, 

etc. 

(3)  Layering, — single,  continuous,  compound   or 

serpentine,  mound,  pot  or  Chinese. 

2.  Separation  and  division. 

(1)  Separation. 

a.  Character  of  bulbous  plants. 

b.  Description  of  bulbs,  bulbels,  bulblets, 

corm. 

c.  Methods  of  planting. 

d.  Mutilation  of  bulbs. 

(2)  Division. 

a.  Definition. 

b.  Description  of  tuber,  crown,  rootstock. 

c.  Example  of  division. 

3.  Cuttage. 

(1)  Definition. 

(2)  Mystery  associated  with  practice  in  past. 

(3)  General  requirements  of  cuttings. 

a.  Atmospheric  conditions. 

b.  Bottom  heat. 

c.  Devices  for  regulating  heat  and  mois- 

ture. 

(4)  Kinds  of  cuttings. 

a.  Tuber. 

b.  Eoots  and  rootstocks. 

c.  Stems — hardwood,  semi-hardwood,  soft 

wood. 

d.  Leaves. 

(5)  Variation  of  plants  as  to  ease  of  propagation 

by  cuttage. 

(6)  Formation  of  callus  and  roots. 

(7)  Polarity  in  cuttings. 

(8)  Kind   of   cuttings  best   adapted   to   different 

plants. 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 


35 


4.     On  roots  of  other  plants,  or  graftage. 

(1)  Definition  of  graftage. 

(2)  Uses  of  graftage. 

a.  To  perpetuate  a  variety. 

b.  To  increase  ease  and  speed  of  multiply- 

ing plants. 

c.  To  produce  some  radical  change  in  na- 

ture of  habit  of  scion. 

(3)  Mutual  influence  of  stock  and  scion. 

a.  Modify  stature. 

b.  Adapt  plants  to  adverse  soils  or  climate. 

c.  Correct  poor  habit  of  growth. 

d.  Accelerate  fruitfulness. 

e.  Modify  season  of  ripening  of  fruit. 

f.  Increase  fruitfulness. 

g.  Delay  degeneration  of  varieties, 
h.     Increase  size  of  fruit. 

i.     Modify  color  of  foliage,  flower  or  fruit, 
j.     Influence  the  flavor  of  the  fruit.  . 

(4)  Limits  of  graftage. 

(5)  Does  graftage  devitalize?- 

(6)  Classiflcation  of  graftage. 

a.  bud  graftage  or  budding:     shield-bud- 

ding; prong-budding;  plate-bud- 
ding ;  H-budding ;  flute-  budding ; 
chip-budding;  ring-budding;  patch- 
budding. 

b.  Scion-graftage  or  graftage  proper. 

(a)  Grafting   as  to   position,   and 

use  of  each;  root-grafting; 
crown-grafting ;  top-graft- 
ing; stem-grafting. 

(b)  Grafting  as  to  type,  and  use 

of  each ;  whip-grafting ; 
modified  whip-grafting ;  sad- 
dle -  grafting ;  splice-graft- 
ing; veneer-grafting;  side- 
grafting  ;  inlaying-graf ting ; 
cleft-grafting ;  bark-graft- 
ing; cutting-grafting;  seed- 
grafting  ;  double-working ; 
herbaceous-grafting. 

c.  Inarching  or  grafting  by  approach. 

(7)  Grafting   waxes. 

a.  Preparation  and  use  of  wax. 

b.  Preparation  and  use  of  waxed  strings 

and  bandages. 
B.     Seedage. 

1.  Definition. 

2.  Nature  and  origin  of  seeds. 

3.  Storage  of  food. 


36         Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 

4.  Nature  of  sporos. 

5.  Nature  of  germination. 

6.  Eequirements  for  germination. 

(1)  Moisture,  its  regulation. 

a.  Pots. 

b.  Cultivation. 

c.  Covers :  lath  screens,  glass  covers,  etc. 

d.  Irrigation, — precaution. 

(2)  Temperature. 

a.  Maximum,    minimum,     and     optimum 

temperature  for  different  seeds. 

b.  Methods  for  regulating  temperature. 

(a)  Hothouses. 

(b)  Hotbeds. 

(c)  Cultivation,  etc. 

(3)  Air  or  free  ox3^gen. 

7.  Preparatory  treatment  of  seeds. 

(1)  Stratification,  as  peach,  plum,-  etc. 

(2)  Soaking,  as  watermelon,  squash,  etc. 
(3j  Scalding,  as  Kentucky  coffee  bean. 

(4)  Mechanical   treatment, — bore   hole   in   canna 

seed,  crack  peach  and  pecan. 

(5)  Acid  treatment, — as  weak  solution  of  acetic 

acid. 

8.  Seed  testing. 

(1)  Importance. 

(2)  Kinds  of  testers. 

9.  Influences  that  affect  vitality  of  seeds. 

(1)  Weather:  temperature  and  moisture. 

(2)  Maturity. 

(3)  Curing  of  seed. 

(4)  Climate. 
10.     Planting. 


11. 


(1) 

Soil. 

a.     Kind  of  soil. 

b.     Physical  condition. 

b.     Fertility. 

(^) 

Planting  in  relation  to  kind  of  seed. 

(3) 

Potting  and  transplanting. 

(4) 

Planting  spores. 

Damping-off  fungus. 

(1) 

Nature  of  disease. 

(2) 

Conditions  favoring  the  disease. 

(3) 

Kemedy. 

PRACTICE  W^ORK   IX   PLAXT  PROPAGATION. 

1.  Propagate  late  in  spring  grapes  and  dewberries  by  layering,  or 
observe  plants  that  have  been  so  propagated. 

2.  By  use  of  onions  or  lilies,  show  the  formation  of  bulbs. 

3.  Divide  potatoes  and  sweet  potatoes,  and  plant. 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas         37 

4.  Dig  np  Johnson  grass,  asparagus,  and  canna  to  show  crowns. 

5.  Divide  canna  crown  into  a  number  of  pieces  and  plant. 

6.  Examine  "tip"  onions  or  tiger  lilies  for  bnlblets. 

7.  Examine  hyacinths,  gladiolus,  narcissus,  etc. 

8.  Make  hotbed  to  grow  cuttings,  unless  hothouse  is  available. 

9.  Make  greenwood  stem  cuttings  of  geraniums,  coleus,  chrysanthe- 
mums, roses,  tomatoes,  Wandering  Jew,  oleander,  alternanthera  lantana, 
salvia,  stevia,  heliotrope,  artillery  plant,  sweet  alyssum,  etc.  Propagate 
for  landscape  work  and  for  sale.  Pot  and  keep  in  cold  frames  till  ready 
to  sell  or  plant. 

10.  Make  leaf  cuttings  of  begonias,  Bryophyllum,  iris,  lily,  cactus,  etc. 

11.  Make  hardwood  cuttings  of  grapes,  figs,  roses,  privet,  willow, 
Cottonwood,  pecan,  bridal  wreath,  wisteria,  etc.  Store  in  moist  earth 
))ottom  end  up  for  three  weeks. 

12.  Make  root  cuttings  of  blackberry,  horseradish,  etc. 

13.  Bud  peach  seedlings  by  shield-budding,  and  pecan  seedlings  by 
chip-,  patch-,  and  ring-budding. 

14.  Graft  by  whip-grafting,  apples,  plums,  pears,  etc. 

15.  Graft  by  cleft-grafting,  apples,  pears,  pecans,  etc. 

16.  Study  germination  of  seeds.  Observe  differences  in  methods  of 
germination  or  how  plant  gets  out  of  seed  coats.  Determine  per  cent 
of  germination.  Plant  twenty  of  each  of  the  following  between  moist 
blotters,  or  in  folds  of  cheese  cloth  and  cover  with  moist  sand:  lima 
beans,  navy  beans,  beets,  salsify,  garden  pea,  okra,  watermelon,  squash, 
onion,  radish,  parsnips,  field  corn,  date,  etc.  Make  drawing  of  each 
before  planting  and  leave  space  for  a  drawing  after  sprouting.  Learn 
to  distinguish  all  seeds  studied. 

REFERENCE  MATERIAL  IX  PLAXT  PROPAGATION. 

I.     ^linimum : 

1.  Bailey:    The  Xurserv  Book  (Macmillan  Co.,  Dallas),  $1.50. 

2.  Farmers'  Bulletin  No.  157:    Propagation  Plants  (U.  S.  Dept. 

of  Agriculture). 

II.     Other  books  desirable: 

1.  Bailey:      Manual'  of    Gardening    (Macmillan   Co.,    Dallas), 

$2.00. 

2.  Fuller:     Plant  Propagation  (Orange  Judd  Co.,  New  York), 

$1.50. 


38         Courses  in  Agriculture  for  tlie  Secondary  Schools  of  Texas 


VEGPJTABLE  GAEDEMIS^G. 

1.  Locating  the  home  garden: 

a.  Distance  from  house. 

b.  .Slope  of  land. 

c.  Character  of  the  soil  and  subsoil. 

d.  Exposure. 

e.  Drainage. 

2.  Planning  the  garden  : 

a.  Plans  for  back  lot  gardens  in  towns  and  cities. 

b.  Plans    for    half-acre    vegetable    gardens    [Fundamentals    of 

Farming  and  Farm  Life,  Kyle  &  Ellis,  page  207). 

3.  Truck  farming  and  market  gardening  districts  in  the  United  States. 

4.  Areas  devoted  to  each  in  Texas. 

5.  Factors  determining  location  of  districts: 

a.  Marketing  facilities. 

b.  Labor  problems. 

c.  Soil  and  climate.  .  • 

6.  Importance  of  truck  farming. 

7.  Importance  of  abundance  of  moisture  in  growing  truck  crops. 

8.  Seed  beds. 

a.  Temperature  in  which  hotbeds  are  profitable. 

b.  Construction  and  use  of  hotbeds: 

(1)  Manure  hotbeds. 

(2)  Pipe  heated  hotbeds. 

(3)  Flue  heated  hotbeds. 

c.  Construction  and  use  of  cold  frames. 

(1)  For  growing  half  hardy  plants. 

(2)  For  hardening  off  plants  from  hotbeds  before  trans- 

planting. 

(3)  For  starting  plants  for  early  spring  planting. 

d.  Cost  of  constructing  cold  frames. 

e.  Care  and  management  of  frames. 

f.  Location  of  hotbeds  and  cold  frames  with  reference  to  the 

house  and  to  the  garden. 

9.  The  soil  and  its  treatment: 

a.  Soils  best  adapted  to  gardening  and  trucking;  character  of 

surface  and  subsoil. 

b.  Time  and  depth  of  plowing. 

c.  Pulverizing  and  fining. 

d.  Firming  the  soil. 

e.  Manuring  and  fertilizing. 

(1)  Value  of  barnyard  manures. 

(2)  Kind  of  manure  best  adapted  to  vegetable  growing. 

(3)  Composting  manure  for  trucking  and  gardening. 

(4)  Advisability  of  green  manure  in  truck  gardening. 

(5)  Commercial   fertilizers  used  in  truck   growing. 

(a)  Elements  needed  by  crops. 

(b)  Form  in  which  they  should  be  applied. 


Courses  in  Agriculture  for  the  Secondary  ScJiools  of  Texas         39 

(6)  Time  and  method  of  applying  manures  and  fertilizers. 

(7)  Danger  of  applying  fresh  manures. 

10.  Seeds  and  seeding. 

a.  Sources  of  supply  of  seeds. 

b.  Longevity  of  seed. 

c.  Preservation  of  seed. 

d.  Testing  before  planting. 

e.  Importance  of  strong  germination. 

f.  Seeding. 

(1)  Time  of  seeding  in  hotbeds  and  cold  frames. 

(2)  Time  of  seeding  in  the  garden  proper. 

(3)  Rate  and  depth  of  seeding. 

11.  General  culture  method. 

a.  Implements  and  tools  used  in  cultivating  truck  crops. 

b.  Purposes  of  cultivation. 

c.  Necessity  of  thorough,  careful  cultivation. 
.  d.  Irrigation. 

e.  Double  cropping. 

f.  Transplanting. 

g.  Importance  of  crop  rotation. 

h.     Protection  from  frost  and  freezing. 

12.  Enemies  of  garden  and  truck  crops: 

a.  Weeds. 

(1)  List  of  most  troublesome  weeds. 

(2)  Methods  of  control. 

b.  Insect  pests: 

(1)  List  of  insects  injurious  to  vegetable  crops. 

(2)  Methods  of  control. 

c.  Fungus  and  bacterial  diseases. 

(1)  Most  common  disease  of  garden  crops. 

(2)  Preventive  and  remedial  measures. 

13.  Harvesting,  marketing  and  storing: 

a.  Harvesting. 

(1)  Time. 

(2)  Method. 

(3)  Care. 

b.  Marketing. 

(1)  Local  marketing. 

(a)  Harvesting  for  local  marketing. 

(b)  Packing  for  home  market, 
(e)     Transportation. 

(d)     Wholesale  or  retail  markets. 

(2)  Marketing  at  a  distance. 

(a)  Crates,  barrels,  etc.,  for  packing. 

(b)  Packing  and  shipping. 

(1)  Gardening  for  packing. 

(2)  Importance  of  snug  packing. 

(3)  Neatness  and  attractiveness  essential 

factors. 

(4)  Precooling. 

(5)  Icing  refrigerator  cars  for  shipment. 


40         Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 

(3)     Basis  of  good  marketing. 

(a)  Good  and  seasonable  product. 

(b)  Uniform  grades  in  the  marketed  product. 

(c)  Good  packing. 

(d)  Attractive  packages. 

(e)  Honesty  on  part  of  both  grower  and  seller. 
c.     Storing. 

(1)  Essentials  to  be  observed  in  storing. 

(2)  Storing  in  cellars  and  pits. 

(3)  Cold  storage  houses. 

(4)  Advisabilit}^  of  storing. 

(5)  Danger  of  storing. 

14.  Classification  of  vegetable  crops. 

a.  Eoot  crops :  radish,  beet,  carrot,  turnip,  rutabaga,  parsnip,  sal- 

sify, horseradish,  sweet  potato. 

b.  Tuber  crops :    Irish  potato. 

c.  Bulb  crops :  onion,  Welsh  onion,  leek,  garlic,  cive. 

d.  Cole  crops :  cabbage,  cauliflower,  kale,  Brussels  sprouts,  kohl- 

rabi. 

e.  P£>t-herb  crops:  spinach,  chard,  mustard,  dandelion. 

f .  Salad  crops :  lettuce,  endive,  chicor}^,  cress,  corn  salad,  pars- 

ley, celery,  celeriac. 

g.  Pulse  crops:  peas  and  beans. 

h.     Solanaceous  crops:  potato,  tomato,  egg  plant,  pepper,  husk 

tomato. 
i.     Cucurbitous  or  vine  crops :  cucumber,  muskmelon,  watermelon^ 

pumpkin,  squash,  pie  melon, 
j.     Miscellaneous  annuals :  sweet  corn,  okra,  martynia. 
k.     Perennial  crops :  asparagus,  rhubarb,  dock,  sorrel,  artichoke^ 

sea  kale. 

15.  Outline  for  the  study  of  each  vegetable  separately. 

a.  Native  home. 

b.  Early  history  and  distribution. 

c.  Early  characteristics. 

d.  Introduction  into  United  States. 

e.  Improvement? 

f.  Types  and  varieties. 

g.  Present  distribution. 

i.     Brief  study  of  the  plant. 

(1)  Leaves:  size:  arrangement;  number. 

(2)  Stem:  structure;  size;  height. 

(3)  Flower:  number  and  arrangement  of  parts. 

(4)  Root:  kind;  depth;  spread. 

(5)  Length  of  life. 

(6)  Dioecious  or  monoecious. 

(7)  Methods  of  reproduction. 

(8)_     Part  of  plant  used  for  table  purposes, 
j.     Soils  best  adapted  to  growth, 
k.     Fertilizers  and  manures. 

(1)  Kind  to  use. 

(2)  Time  to  apply. 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas        41 

1.       Preparation  of  the  seed  l)ed. 
m.     Producing  plants  for  transplanting, 
n.      Planting  in  seed  beds  proper. 
0.      Transplanting. 

(1)  Fimdiamental  principles  of  transplanting. 

(2)  Special  devices  and  special  machinery, 
p.     Kind  and  amount  of  cnltivation. 

q.     Insects  and  diseases  injurious  to  the  crop. 

r.     Insecticides  and  fungicides  as  means  of  control. 

(1)  Spray  mixtures  most  effective  for  each. 

(2)  Time  to  apply. 

(3)  Eate  of  applying. 

(4)  Methods  of  applying. 

(5)  Dangers  from  using  spray  mixtures. 
s.     Harvesting,  packing,  storing  and  marketing. 

t.     Utilization  of  the  crop. 
(Time  will  not  be  available  to  apply  the  outline  to  all  vegetables 
listed  above.     Select  according  to  time  available  and  the  local  impor- 
tance of  the  crop.) 

PRACTICE    WORK    IN   VEGETABLE   GARDENING. 

1.  Construct  hotbeds  and  cold  frames.  Instructions  for  the  mak- 
ing of  hotbeds  and  cold  frames  may  be  found  in  almost  any  text 
on  gardening  or  truck  growing.  Have  the  students  select  locat"ions  for 
constructing  both,  and  make  them  not  only  large  enough  to  supply  the 
school  garden  with  such  plants  for  transplanting  as  may  be  needed,  but 
large  enough  to  supply  the  community  with  plants  and  with  some  of  the 
half  hardy  vegetables  ordinarily  grown  in  cold  frames. 

2.  Have  each  student  keep  a  window  box  and  grow  such  plants  for 
transplanting  as  are  ordinarily  grown  indoors  in  farm  houses.  Com- 
pare the  efficiency  of  the  window  box  with  hotbeds. 

3.  Take  one-sixth  or  one-fourth  acre  of  the  school  farm  and  plan 
and  develop  an  ideal  home  vegetable  garden,  paying  special  attention 
to  plan  and  arrangement,  crops  to  be  grown,  succession  of  crops,  etc. 

4.  Visit  a  truck  farm  if  one  is  within  reach  of  the  school.  Observe 
the  character  and  fertility  of  the  soil,  the  drainage,  general  cultivation, 
special  cultivation,  etc.  Ask  questions  regarding  the  rotation  practiced, 
fertilizers  used,  spraying  practices,  harvesting,  packing,  storing  and 
marketing. 

0.  Take  a  trip  to  a  wholesale  house  if  possible,  or  to  a  number  of 
retail  houses  if  the  former  cannot  be  done.  Observe  the  different  truck 
products,  noting  the  following  points:  (1)  where  grown;  (2)  their 
condition;  (3)  the  grade;  (4)  care  in  packing;  (5)  neatness  of  pack- 
age; (6)  selling  price. 

6.  Procure  seeds  of  the  truck  crops  commonly  grown  in  your  locality 
and  test  the  germination.  Ask  gardeners  and  truck  growers  to  furnish 
you  with  samples  of  the  seed  they  have  for  planting.  Make  careful  tests 
of  these  and  give  the  information  to  the  parties  furnishing  the  seeds. 
Procure  samples  of  seeds  from  dealers  in  your  community  and  test  the 
germination. 


42         Courses  m  Agriculture  for  the  Secondary  Schools  of  Texas 

7.  Procure  crates  suitable  for  shipping  such  truck  crops  as  are  grown 
on  the  school  farm,  and  pack  as  you  would  for  shipment.  Grive  enough 
practice  in  gardening  and  packing  to  make  the  students  fairly  proficient 
in  putting  up  a  neat^  snug,  uniform  package. 

8.  Procure  specimens  of  diseased  plants  for  study  in  the  laboratory. 
Study  the  cause  of  the  diseases,  method  of  spread,  economical  impor- 
tance, and  control.  Students  should  have  access  to  a  high  power  micro- 
scope in  this  work  and  should  make  drawings  of  the  diseases  in  different 
stages.  They  should  learn  to  recognize  a  few  of  the  most  common  dis- 
eases where  they  are  seen  under  field  conditions. 

9.  Make  a  careful  study  of  one  or  more  spray  machines  and  test  the 
efficiency  of  each,  using  different  nozzles  for  spraying.  Make  spray 
mixtures  ordinarily  used  for  common  insect  and  fungus  pests.  Apply 
with  the  nozzle  found  most  efficient  for  the  particular  spray. 

10.  Visit  an  implement  dealer  and  study  the  truck  implements  and 
tools  that  he  has  in  stock.  If  he  will  give  a  demonstration  of  their 
work  on  the  school  farm,  have  him  do  so.  If  he  cannot  do  this,  take 
the  class  to  a  truck  farm  and  have  them  observe  the  work  of  the  differ- 
ent machinery  used. 

11.  Provide  individual  plots  about  12x40  feet.  Eequire  students  to 
plan  arrangement  and  choice  of  crops  and  report  for  approval  of  teacher. 
Use  seed  catalogues  for  getting  variety  of  crop.  Eequire  students  to 
do  all  work  on  the  plot  after  plowing  and  harrowing.  Grade  students 
on  appearance  and  condition  of  plot.  Eequire  extensive  variety  of  crops 
for  each. 

12.  Have  grown  in  the  garden  all  the  different  crops  studied  that 
students  may  observe  habits  of  growth,  appearance,  etc. 

•  REFERENCE  MATERIAL  IX  VEGETABLE  GARDENING. 

I.     Minimum.  '  . 

1.  Bailey:    Principles  of  Vegetable  Gardening  (Macmillan  Co., 

Dallas),  $1.50. 

2.  Corbett:     Garden  Farming  (Ginn  &  Co.,  Dallas),  $2.00. 

3.  Watts:     Vegetable    Gardening     (Orange    Judd    Co.,    New 

York),  $1.75. 

4.  Bulletin  No.  3:     School  and  Home  Gardens  (State  Normal 

School,  Cheney,  Wash.). 

5.  Bulletin  No.  252 :     Some  Types  of  Children's  Garden  Work 

(IT.  S.  Dept.  of  Agriculture). 

6.  Bulletin  No.  160:     School  Gardens   (F.  S.  Dept.  of  Agri- 

culture). 

7.  Bulletin  No.  204 :     School  Gardening  and  Nature  Study  in 
English   Eural    Schools    and   in    London    (U.    S.    Dept.   of 

Agriculture). 

8.  Bulletin  No.   10 :     The  Home  Vegetable  Gardening   (Vir- 

ginia Truck  Experiment  Station,  Norfolk). 

9.  Circular  No.  3:     Truck  Farming  (Texas  Experiment  Sta- 

tion, College  Station). 


Courses  in  Agricidture  for  the  Secondary  Schools  of  Texas         43 

10.  •  Circular  No.  33 :     Hotbeds  and  Cold  Frames ;  Their  Prep- 

aration and  Management   (Miissouri  Experiment  Station, 
Columbia) . 

11.  Circular  No.  46:     Suggestions  for  Garden  Work  in  Cali- 

fornia Schools  (University  of  California,  Berkeley). 

12.  Circular   No.   62:     The   School   Garden  in  the   Course  of 

Study  (University  of  California,  Berkeley). 

13.  Farmers'  Bulletin  No.  460 :     Frames  as  a  Factor  in  Truck 

Growing  (U.  S.  Dept.  of  Agriculture). 

14.  Farmers'  Bulletin  No.  33 :     Hotbeds  and  Cold  Frames  (U. 

S.  Dept.  of  Agriculture). 

15.  Farmers'  Bulletin  No.  255:     The  Home  Vegetable  Garden 

(U.  S.  Dept.  of  Agriculture). 

16.  Farmers'   Bulletin  No.   218:     The   School   Garden   (U.  S. 

Dept.  of  Agriculture). 

II.     Other  books  desirable : 

1.  Bailey:     Forcing  Book  (Macmillan  Co.,  Dallas),  $1.25. 

2.  Bailey:     Garden  Making  (Macmillan  Co.,  Dallas),  $1.50. 

3.  Brill:     Farm  Gardening  and  Seed  Growing  (Orange  Judd 

Co.,  New  York),  $1.00. 

4.  Davis:     Up-to-date  Truck   Growing  in  the   South    (Culti- 

vation Pub.  Co.,  Atlanta),  $1.00. 

5.  Fraser:     The  Tomato  (Orange  Judd  Co.,  New  York),  75c. 

6.  Greirier:      New    Onion    Culture    (Orange   Judd   Co.,    New 

York),  50c. 

7.  Hemenway:      How  to   Make   School   Gardens    (Doubleday, 

Page  &  Co.,  Garden  City,  N.  Y.),  $1.00. 

8.  Landreth:     Market   Gardening   and  Farm   Notes    (Orans^e 

Judd  Co.,  New  York),  $1.00. 

9.  Meier:  School  and  Home  Garden  (Ginn  &  Co.,  Dallas),  80c. 
10.     Oemler:     Truck  Farming  in  the  South  (Orange  Judd  Co., 

•    New  York),  $1.00. 

12.  Shaw:     Market   and   Kitchen   Gardening    (Van   Nostrand, 

New  York),  $1.40. 

13.  Tracy:     Tomato  Culture   (Orange  Judd  Co.,  New  York), 

50c. 
^  14.     Williams:     Gardens    and    Their    Meaning    (Ginn    &    Co., 

Dallas),  $1.00. 


44         Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 


ANIMAL  HUSBANDRY. 

I.     Live  stock  Industry. 

1.  Importance  of  animal  husbandry. 

(1)  Use  for  food,  clothing,  labor,  etc. 

(2)  Extent  of  the  industry. 

(3)  Live  stock  industry  in  Texas. 

2.  Influence  of  stock  farming  on  soil  fertility. 

3.  Live  stock  as  an  investment. 

4.  Fascination  of  stock  raising. 

II.     Improvement  of  animals. 

1.  Origin  of  domesticated  animals.  < 

(1)  Horse. 

(2)  Cow. 

(3)  Sheep. 

(4)  Pig. 

(5)  Goat,  etc. 

2.  How  they  came  to  be  domesticated. 

3.  Need  of  improvement  in  domesticated  animals. 

4.  Effect  of  natural  selection. 

5.  Variability  and  unit  characters. 

6.  How  characters  are  transmitted. 

7.  Law  of  ancestral  heredity.  : 

8.  Heredity  and  environment. 

9.  Artificial  selection. 

10.  Origin  of  "pure  bred." 

11.  Significance  of  pedigrees. 

12.  Examples-  of  striking  improvement. 

13.  Sports.  0 

III.     Animal  nutrition. 

1.     Need  of  food. 

(1)  Supply  heat:  body's  loss  of  heat;  source  of  heat 

when  food  is  not  available ;  result. 

(2)  Repair  body:  need  of  repair;  kind  of  food  neces- 

ary. 

(3)  Produce  growth  :  method  of  growth. 

(4)  Supply  energy  to  do  work:  source  of  all  energy; 

potential  and  kinetic  energy;  Ijody  a  machine; 
animals  differ  in  efficiency  of  machine;  compare 
steam  engine;  constant  need  of  energy;  result 
when  food  is  not  supplied. 

(5)  Produce  fatty  tissue:  use;  importance. 

(6)  Special  products:  milk,  eggs,  feathers,  wool,  etc.; 

no  element  in  product  not  in  food;  kinds  "of 
food  needed. 


Courses  in  Agriciilture  fo'r  the  Secondary  Schools  of  Texas        -ITj 

2.  Composition  of  feeds.     • 

(1)  Water:  variations;  use;  importance  and  dangers; 

method  of  determination. 

(2)  Ash:   variation  in  amount;  minerals  most  abun- 

dant; use  bv  animal;  method  of  determination. 

(3)  Protein:  variation  in  amount;  uses;  examples  of 

protein. 

(4)  Carbohydrates:   prevalence;   forms;  uses;  impor- 

tance. 

(5)  Fats:  prevalence;  energy  value;  uses;  feeds  with 

high  fat  content. 

3.  Kinds  of  feeds:  nitrogenous;  carbonaceous;  concentrates; 

roughage  ;  forage ;  by-product  feeds ;  condimentals. 

4.  Process  of  nutrition. 

CI)     Prehension     and     mastication:     compare     cattle, 
horses,  fowls;  teeth. 

(2)  Digestion:  principles  of  fermentation;  organized 

and  unorganized  ferments;  digestive  glands, 
juices,  enz3anes;  location  and  function  of  each; 
comparison  of  digestive  tracts  of  cattle,  horses, 
fowls. 

(3)  Absorption:  methods;  conditions;  location. 

(4)  Circulation:   course   of   blood;   lymph;   course  of 

food. 

(5)  Assimilation    and    oxida:ion:    products;    by-prod- 

ucts; storage,  etc. 

(6)  Excretion  and  elimination:  channels. 

5.  Digestibility  of  feeds:  how  determined;  how  influenced 

by  palatableness,  quantity,  preparation,  stage  of  matu- 
rity, regularity  and  frequency  of  feeding  and  watering; 
combination  of  foods;  supply  of  salt;  character  of 
animals. 

6.  Feeding:  rations;  balanced  ration;  nutritive  ratio;  main- 

tenance ration;  production  ration;  feeding  standards; 
importance  of  comfort  of  animals;  method  of  comput- 
ing rations;  problems. 


rV.     Horses. 


1.  Origin. 

2.  History. 

3.  Early  distribution. 

4.  Present  distribution. 

5.  Economic  importance  in  the  United  States. 

6.  Number  of  horses  in  the  United  States. 

7.  Number  of  horses  in  the  United  States  in  1910;  1900; 

1890. 

8.  Average  value  today  as  compared  with  the  average  value 

in  1910;  1900;  1890. 

9.  Types  of  horses. 

a.  Arabian  horse. 

b.  Draft. 


46         Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 

I 

(a)  The   French  group, — Percheron,   Norman, 

etc. 

(b)  The  Belgian. 

(c)  The  British  group:  Clvdesdale ;  Shire ;  Suf- 

folk. 

c.  Coach:    Hackney;  French  coach;  German  coach. 

d.  Light   horses:     American   saddle   horse;   thorough- 

bred; roadster;  pacer;  trotter. 

e.  Ponies :    Shetland ;  Welsh ;  Exmoor ;  Indian  ponies, 

mustangs  or  bronchos. 

10.  Study  the  principal  breeds  in  Texas  according  to  the  fol- 

lowing outline: 

a.  Origin  and  early  history. 

b.  Development  of  the  breed. 

c.  Characteristics  peculiar  to  the  breed :   size ;   color ; 

general  conformation;  durability;  temperament. 

d.  Distribution  and  adaptation. 

e.  Popularity. 

f.  Comparison  with  other  breeds  of  the  same  type. 

g.  Noted  individuals  in  the  breed, 
h.  Breed  associations. 

11.  Care  and  management. 

a.  Training  of  the  horse. 

b.  Feeding. 

(1)  Principles  and  practice  of  feeding  horses. 

(2)  Eation  for  work  horse. 

(3)  Eation  for  brood  mares. 

(4)  Eation  for  fleshing  horses  for  market. 

(5)  Eations  for  3^oung  stock. 

.        (6)     Value  of  different  rations. 

c.  General  care  of  work  horses  during  work  and  rest 

season. 

d.  Care  of  stallion  in  and  out  of  season. 

e.  Care  of  brood  mares  and  foals. 

f.  Care  of  new-born  foals. 

g.  Care  of  colts  and  fillies, 
h.     Fitting  for  sale. 

i.     Fitting  for  show  and  showing. 

12.  Hygiene. 

a.  Size  of  stalls. 

b.  Care  of  stalls :  bedding,  cleaning,  etc. 

13.  Unsoundnesses  and  their  remedy :  curbs,  side-bones,  spavin, 

ring-bones^  splints,  heaves,  defective  eyes,  etc. 

14.  Common   diseases  of  horses:   cause  of;   symptoms;  pre- 

vention; treatment. 

15.  Dentition :  how  to  tell  the  age  of  horses. 

16.  Some  famous  horses. 

(The  above  outline  will  suggest  method  of  studying  mules.) 


Courses  in  Agrimlture  for  the  Secondary  Schools  of  Texas        47 

Hogs. 

1.  Origin  and  history. 

2.  'Early  improvement. 

3.  Importance  of  the  hog  on  farm  in  the  United  States. 

4.  Area  of  hog  production  as  related  to  area  of  corn  pro- 

duction. 

5.  Hog  marketing  centers. 

6.  Economic  importance  of  hogs  in  the  United  States. 

7.  Price  of  hogs  as  affected  by  the  corn  cron  and  by  supply 

of  hogs. 

8.  Types  of  hogs. 

a.  Lard  type. 

(1)  Major    breeds    of   the    fat    or    lard    type; 

Poland-China ;  Berkshire ;  Chester  White ; 
Duroc-Jersey. 

(2)  Minor  breeds  of  the  lard  type:    Cheshire; 

Victoria;  Small  Yorkshire;  Essex;  Suf- 
folk. 

b.  Bacon  type :     Tamworth ;  Yorkshire ;  Hampshire  or 

Thin  Eind. 
(The  Hampshire  is  usually  classed  as  a  bacon  type 
of  hog,  but  its  conformation  would  probably  place  it 
in  the  minor  breeds  of  the  fat  type.) 

9.  Classification  of  breeds  according  to  size. 

a.  Small   breeds:     Small    Yorkshire;    Suffolk;   Essex; 

Victoria. 

b.  Medium     breeds:      Duroc-Jersey;     Poland-China; 

Berkshire;  Hampshire. 

c.  Large    breeds :     Chester  White,    Tamworth ;   Large 

Yorkshire. 

10.  Outline  for  study  of  each  breed  separately. 

a.  Origin  and  history. 

b.  Early  improvement. 

c.  Early  importations  to  the  United  States. 

d.  Early  breeders. 

e.  Present-day  breeders. 

f.  Distribution  and  adaptation. 

g.  Characteristics  of  the  breed:  color;  size;  conforma- 

tion; grazing  qualities;  fattening  qualities;  pro- 
lificacy ;  prepotency. 

h.     Popularity. 

i.     Breed  association. 

11.  Care  and  management  of  hogs. 

a.  Breeding. 

(1)  Breeding  pure:  danger  of  inbreeding. 

(2)  Cross  breeding:     purpose  and  advantages. 

(3)  Grade   breeding:   advantage   to   man   with 

small  capital. 

b.  Feeding. 

(1)     The  feeding  floor. 


48         Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 

(a)  Construction. 

(b)  Cleanliness. 

(c)  Size  as  related  to  the  number  of 

hogs  using  it. 

(2)  Methods  of  feeding. 

(a)  Placing  enough   on  floor  for  sev- 

eral days. 

(b)  Feeding  just  enough  for  one  meal. 

(3)  Feed  rations. 

(a)  For  sows  suckling  pio's. 

(b)  For  young  pigs. 

(c)  For  pigs  at  weaning  time. 

(d)  'For  sows  and  boars, 
(f)  For  fattening  hogs. 

{4)     Age  to  begin  feeding  for  market. 

(a)  Advantages  for  feeding  off  early. 

(b)  Ecasons  for  late  feeding. 

(c)  The  water  supply. 

(1)  Necessity    of    pure,   clean, 

fresh  water. 

(2)  Danger  of  hog  wallows. 

c.  Housing  conditions. 

(1)  Necessity  of  hog  houses. 

(2)  Construction  and  cost. 

(3)  Advantages  of  portable  houses. 

d.  Care  of  pregnant  sows. 

e.  Care  of  sow^s  at  weaning  time. 

f.  Breeding  pens  and  crates. 

g.  Dipping  hogs. 

(1)     Purpose. 
"  '•    -  (2)     Method. 

(3)     Kind  of  dips, 
i.     Best  age  of  castrating  and  spaying. 

12.  Market  grades  of  hogs  (Chicago  market). 

a.  Choice  to  prime  heavy. 

"  yi  b.  Medium  to  good  heavy. 

c.  Butcher  weights. 

d.  Good  to  prime  mixed. 

e.  Eough  heavy  packing. 
j'.                    i.  Poor  to  prime  pigs. 

,'  g.     Straight  to  heavy  packing. 

/       '  h.     Selected  bacons. 

i.     Stags. 

j.     Boars. 

13.  Care  of  show  stock. 

14.  Diseases    of    swine:     cholera;    tuberculosis;    pneumonia; 

scours;  thumps;  mange;  paralysis;  worms. 

15.  Study  the  most  common  diseases  of  hogs  according  to  the 
:.T  following  outline: 

(1)      Cause  of  disease. 
,  r  (2)      Contagious  or  infectious. 


Cmirses  in  Agriculture  for  the  Secondary  ScliooJs  of  Texas         49 

(3)  How  transmitted. 

(4)  Preventive  measures. 

(5)  Treatment. 

16.     General  swine  sanitation. 

a.  General  cleanliness  of  feed,  water,  pens,  etc. 

b.  Disinfection  in  case  of  disease. 

c.  An  abundance  of  sunlight  in  pens  and  houses. 

d.  Burning  carcasses  of  diseases  hogs. 

e.  Dipping  for  lice,  mange,  etc. 

VI.     Sheep. 

1.  Origin  and  history. 

2.  Early  improvements. 

3.  Areas  of  mutton  and  wool  production  in*  the  United  States. 

4.  Importance  of  these  industries. 

5.  Conditions  best  adapted  to  mutton  and  wool  production. 

6.  Types  of  sheep. 

a.  Merino  or  fine-wool  type. 

(a)  American  Merino. 

(b)  Delaine  Merino. 

(c)  French  Merino  or  Rambouillet. 

b.  Mutton  type. 

(1)  Middle-wool:      Southdown;       Shropshire; 

Hampshire  Down ;  Oxford  Down ;  Dor- 
set Horn ;  Cheviot ;  Tunis. 

(2)  Long- wool:  Leicester;  Lincoln;  Cotswold; 

Black-faced  Highland. 

7.  Outline  for  study  of  each  breed  separately. 

a.  Native  home. 

b.  Breeding  and  ancestry. 

c.  Introduction  to  America. 

d.  Distribution  and  adaptation. 
6.  Characteristics. 

(1)  General  appearance. 

(2)  Size. 

(3)  Color. 

(4)  Conformation. 

(5)  Length  of  wool  and  grade. 

(6)  Grade  of  mutton  produced. 

(7)  Grazing  qualities. 

(8)  Feeding  qualities. 

f.  Popularity. 

g.  Breed  associations. 

8.  Care  and  management  of  sheep. 

a.  Breeding. 

(1)  Breeding  and  improvement  in  herd. 

(2)  Grading  up  herd  by  breeding. 

(3)  Crossing.  ' 

b.  Feeding. 

(1)  Improved  methods  of  feeding  sheep. 

(2)  Time  to  begin  feeding  lambs  for  market. 


5U         Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 

(3)  Eation  for  lambs  for  early  niarket. 

(4)  Eation  for  wethers  for  fall  market. 

(5)  Feeding  ewes  and  rams. 

(6)  Eation  for  lambs  to  be  used  for  breeding 

purposes. 

(7)  Facilities  for  feeding  on  the  range. 

(8)  Facilities  for  feeding  on  the  farm. 

c.  Housing  sheep. 

(1)  Necessity  for  housing  conditions. 

(2)  Kinds  of  houses. 

(3)  Effect  of  rough  weather  on  the  herd. 

d.  Care  of  ewes  for  lambing. 

e.  Care  of  ewes  and  lambs  at  lambing  period, 
f. .   Production  of  hothouse  lambs. 

g.     Castrating  buck  lambs  for  feeding. 
9.     Market-grades  of  sheep. 

a.  Mutton  sheep : 

( 1 )  Lambs :  prime ;  choice ;  good ;  fair ;  culls. 

(2)  Yearlings:  prime;  choice;  good. 

(3)  Wethers:  prime;  choice;  good;  common. 

(4)  Ewes:  prime;  choice;  good;  fair;  culls. 

(5)  Bucks  and  stags:  choice;  g^ood;  common. 

b.  Feeder  sheep. 

( 1 )  Lambs :  fancy  selected ;  choice ;  good ;  fair ; 

.  common. 

(2)  Yearlings:  choice;  good;  fair. 

(3)  Wether:  choice;  good;  fair;  common. 

(4)  Ewes:  choice;  good;  fair;  common. 

10.  Care  of  show  stock. 

11.  Shearing  sheep. 

a.  Methods  and  machines  for  shearing. 

b.  Season  for  shearing. 

c.  Shearing  wether  lambs  before  fattening. 

12.  Diseases  of  sheep  :  scabies ;  foot  rot ;  grub ;  bloat,  etc. 
(Study  each  of  the  common  diseases  according  to  the  out- 
line given  under  hogs.) 

13.  General  sanitation. 

a.  Dips  and  dipping  for  parasites. 

b.  Sanitary  conditions  around  watering  places,  barns, 

etc. 


VII.     Goats. 


1.  Breeds  of  goats. 

a.  Fleece  breeds:    Angora;  Cashmere. 

b.  Milk    breeds:     Maltese;    Toggenburg;    Appenzell; 

Saanen;  Schwarzthal;  Langesalzer;  ISTubian. 

2.  The  goat  as  a  renovator  of  brush  land. 
(Use  outline  for  sheep  in  the  study  of  goat.) 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Teicas        51 


VIII.     Cattle. 


Beef  industry. 

1.  Importance:    statistics   on   production   and   on  prices; 

areas  devoted  to  the  industry  in  United  States  and  in 
Texas;  factors  influencing  location  of  areas;  trend 
of  beef  industry. 

2.  Types  and  breeds. 

(1)  Major  breeds  of  beef  cattle:    Shorthorn;  Aber- 

deen-Angus; Hereford;  Galloway. 

(2)  Minor  breeds  of  beef  cattle :  Red  Polled ;  Devon ; 

Sussex;  West  Highland;  Polled-Durham. 

(3)  Dual    purpose    breeds:     Red    Polled;    Devon; 

Brown  Swiss. 

3.  Outline  for  studying  each  breed  separately. 

(1)  Origin  and  history. 

a.  Composition  of  the  breed. 

b.  Early  records. 

c.  First  prominent  breeders. 

d.  Date  of  coming  into  prominence  in  the 

United  States. 

(2)  Breed  characteristics. 

a.  Hardiness. 

b.  Temperament. 

c.  Color. 

d.  Size. 

e.  Weight. 

f.  Conformation. 

g.  Beef  producing  or  milking  qualities. 

h.     Special  records  as  a  beef  or  dairy  breed. 

(3)  Distribution  in  the  United  States. 

(4)  Adaptation  of  breed. 

(5)  Chief  defects. 

(6)  Popularity  as  a  beef  or  dairy  breed. 

(7)  Principal  breeders. 

4.  Care  and  management  of  cattle. 

(1)  Breeding. 

a.  General  principles  of  breeding. 

b.  Age  at  which  heifers  should  be  bred. 

c.  Best  season  of  year  for  calving. 

(2)  Feeding. 

a.  Calculation  of  standard  rations. 

(a)  Maintenance  rations. 

(b)  Rations  for  fattening  beef  cattle. 

(c)  Rations  for  calves  and  growing 

young  stock. 

b.  Production  of  baby  beef. 

(a)  Advantages. 

(b)  Age  of  selling. 

c.  Feeding    one,    two,    and    three-year-old 

steers. 


52         Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 

(a)  Advantages. 

(b)  Disadvantages. 

d.  Equipment  for  summer  feeding. 

e.  Equipment  for  winter  feeding. 

(3)  Shelter  and  protection. 

(4)  Care  of  bulls. 

a.  Feeding. 

b.  Exercising. 

(J.     Eiuging:  age  to  ring, 
d.     Best    methods    of    handling    to    prevent 
accidents. 

(5)  Care  of  cows;  feeding;  exercising;  exposure. 

(6)  Care  of  calves. 

a.  Eations  for  calves  before  weaning. 

(a)  Dairy  calf. 

(b)  Beef  calf. 

b.  Age  to  wean. 

c.  Methods  of  weaning. 

d.  Eations  for  growing  calf. 

e.  Castration  of  bull  calves:   age;  method; 

precautions. 

f.  Dehorning:  necessity;  methods. 

(7)  Dehorning  cattle  other  than  calves. 

a.  Methods  of  dehorning. 

(a)  Devices  for  holding  cattle. 

(b)  Manner  of  removing  horns. 

(c)  Place  to  make  the  cut. 

b.  Treatment  after  dehorning. 

c.  Advantages. 

5.  Pure  breds  compared  with  scrubs  as  to: 

(1)  Ease  of  fattening. 

(2)  Cost  of  putting  on  fat. 

(3)  Milk  production. 

(4)  .  Market  value. 

(5)  Hardiness. 

6.  Grading  up  herd. 

(1)  Procure  pure  bred  sire. 

(2)  Select  best  females  from  herd  for  breeding  pur- 

poses. 

(3)  Continue  to  breed  pure  bred  sires  to  the  best 

grade  heifers  ;intil  the  strain  is  practically 
pure. 

7.  Fitting  and  showing. 

(1)  Feeding. 

(2)  Trimming. 

a.  Care  of  coat. 

b.  Care  of  hoofs  and  horns. 

(3)  Showing. 

a.  Showing  animals  to  best  advantage. 

b.  Attitude  of  exhibitor  toward  judge. 


Cmirses  in  Agriculture  for  the  Secondary  Schools  of  Texas         53 
8.     Market  classification  of  beef  cattle. 


(1) 

Beef  cattle. 

(2) 

Western  cattle. 

(3) 

Butcher  cattle. 

(4) 

Canners  and  cutters. 

(5) 

Stockers  and  feeders. 

(6) 

Export  cattle. 

(7) 

Shipping  cattle. 

(8) 

Baby  beef. 

(9) 

Milkers  and  springers. 

Grades 

1   of  beef  cattle:  prime; 

9.     Grades   of  beef  cattle :  prime ;   choice ;   good ;  fair  to 
medium;  poor. 

10.  Marketing  beef  cattle. 

(1)  Local  marketing  as  compared  with  shipping  to 

market. 

(2)  Time  to  market. 

(3)  Marketing  suggestions. 

a.  Every  feeder  should  have  a  daily  paper 

quoting  prices. 

b.  He    should    understand   classes   of   stock 

thoroughly. 

c.  Ship  on  a  rising  market  always. 

d.  Procure  the  best  shipping  facilities  pos- 

sible. 

e.  Provide  plenty  of  feed  if  trip  is  long. 

f.  Secure  a  reliable  commission  firm  to  deal 

with,  and  stick  to  them. 

11.  Meat  on  the  farm. 

(1)  Preparation  for  slaughter:  keep  off  feed  24  to 

36  hours  before  killing. 

a.  Decomposition    of   food   in   the    stomach 

very  rapid  after  killing. 

b.  Gives  bad  color  to  carcass. 

(2)  Age  to  kill  for  veal,  baby  beef,  beef. 

(3)  Best  method  of  killing,  sticking,  skinning,  "re- 

moving offal,  etc. 

(4)  Clean,  sanitary  methods  of  handling  meat. 

( 5 )  Precautions  in  killing  for  meat : 

a.  Kill  only  healthy  animals. 

b.  Kill' no  animal  losing 'in  flesh. 

c.  Don't  kill  animals  for  home  use  or  for 

market  from  a  diseased  herd. 

d.  Never  kill  a  badly  bruised  animal  unless 

immediately  after  the  accident. 

B.  Dairy  industry   (see  pages  65-68). 

C.  Poultry  (see  pages  69-73). 


54         Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 

PRACTICE  WORK  IN  ANIMAL  HUSBANDRY. 

I.     Practice  work  on  horses. 

1.  Have  students  study  the  parts  and  points  of^  the  horse  from 

charts  and  drawings  taken  from  books  and  bulletins  be- 
fore giving  him  any  work  on  the  animal  itself.  This 
study  will  enable  him  to  interpret  the  score  card  more 
intelligently. 

2.  Using  charts,  photos,  drawings  and  lantern  slides,  if  avail- 

able, locate  the  more  common  unsoundnesses  and  faults  in 
horses.  Drill  on  these  until  the  student  knows  where  to 
look,  what  to  look  for  and  how  to  detect  them.  Note  all 
unsoundnesses  in  the  stock  to  be  Judged. 

3.  Study  of  score  card. 

a.  Purpose  of  study. 

(1)  To  enable  the  student  to  see  the  various  parts 

of  animals  in  logical  order. 

(2)  To  enable  the  student  to  see  the  various  parts 

in  detail  and  secure  an  idea  of  the  relative 
importance  of  each. 

(3)  To  create  an  ideal  in  the  student's  mind. 

(4)  To  aid  in  live  stock  judging. 

b.  How  to  study. 

(1)  Learn  the  location  of  points. 

(2)  Learn  different  uses  of  animal  and  classify 

according  to  use. 

(3)  Fix  an  ideal  for  the  class  or  type  and  learn 

to  recognize  departures  from  that  ideal. 

4.  Score  a  few  animals  and  compare  scores. 

5.  Judging. 

After  scoring  a  number  of  animals,  compare  several  ani- 
male  of  the  same  kind,  class  and  age.  Keep  your  ideal 
of  the  class  in  mind  and  compare  points,  balance  your 
comparisons,  and  place  the  animals  according  to  their 
superiority.  Judging  should  continue  throughout  the 
year  whenever  there  is  opportunity.' 

6.  Show-ring  judging  for  draft  horses. 

a.     Examination  when  moving: 

(1)  Moving  away  at  a  walk. 

(2)  Moving  back  at  a  walk. 

(3)  Moving  away  at  a  trot. 

(4)  Moving  back  at  a  trot. 

(5)  Moving  past  at  a  walk. 

(6)  Moving  past  at  a  trot. 
(7)_  Note  the  following  points: 

(a)  Whether  feet  are  lifted  with  a  snap, 

indicating  flexing  of  joints. 

(b)  Whether  action  is  straight,  i.  e.,  car- 

ried forward  in  a  straight  line. 

(c)  Flexing  of  the  hocks. 


Cmirses  in  AgricuUnre  for  the  Secondary  Schools  of  Texas         55 

(d)  Distance  between  hocks  when  moving. 

(e)  Whether  there  is  "spraddling"  due  to 

wide  motion  or  interfering  due  to 
narrow  motion. 

(f )  Whether  there  is  rolling  of  body,  due 

to  poor  flexing  of  joints. 

(g)  Whether  there  is  any  "winging"  or 

lateral  motion  of  fore  limbs, 
(h)     Length  of  stride, 
(i)     Whether  there  is  undue  expenditure  of 

energy  or  shortening  of  stride  by 

high  action, 
b.     Examination  when  standing. 

(1)  Examine  the  following  principal  points  affect- 
ing utility  and  market  value:  size;  sound- 
ness ;  conformation :  quality ;  temperament ; 
style. 

7.  All  other  types  of  horses. 

Further  judging  will  be  much  easier  for  the  student.  The 
parts  of  all  horses  are  the  same,  and  indications  of 
quality  and  conformation,  and  methods  of  making  ob- 
servations and  examinations  are  the  same. 

8.  Showing  horses. 

a.  How  to  move  and  stand  a  horse  before  the  judge. 

b.  Cleaning  and  grooming  for  the  show  ring. 

9.  Practical  points  in  horsemanship. 

a.  Making  rope  halters.      (Eainy   day  exercises.     Have 

students  furnish  rope  and  keep  their  halters.) 

b.  Breaking  horses  to   work.     Time  to  begin  and  best 

methods  of  handling. 

11.     Practice  work  on  cattle  and  dairying: 

1,  2,  3,  4  and  5  should  correspond  to  laboratory  exercises  1,  2,  3,  4 
and  5,  respectively,  under  the  outline  for  horses,  using  beef  and  dairy 
cattle  for  the  study.  Visit  as  many  herds  of  beef  and  dairy  cattle  as 
possible  in  this  study  and  observe  methods  of  handling  the  herd. 

6.  Visit  feeding  pens,  barns  and  sheds  where  beef  cattle  are  kept. 
Compare  each  in  waste,  efficiency,  convenience  and  results.  Get  data 
regarding  the  amount  of  feed  consumed,  gains  made,  loss  of  manure, 
etc.,  and  compare  the  relative  efficiency  of  the  different  system  of  feed- 
ing. N"ote  the  following  points  in  your  visits:  Are  cattle  exposed  to 
cold  and  rain?  Do  they  have  to  lie  on  cold,  wet  ground?  Do  they  go 
through  the  mud  to  get  water  ?  Do  they  stand  in  mud  during  the  day  ? 
Discuss  these  points  with  the  class  and  their  relation  to  laying  on  fat. 

7.  Have  students  select  a  home  project  in  feeding  beef  cattle.  In- 
terest one  in  producing  baby  beef;  another  in  fattening  yearlings;  an- 
other in  feeding  two-year-olds,  etc.  Let  each  student  keep  a  record 
of  the  weight  of  the  animal  when  he  began  feeding;  the  daily  ration; 
caxe  and  management  during  experiment:  gains  made;  cost  of  labor; 


56         Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 

cost  of  feed;  profit,  etc.     Encourage  each  boy,  if  it  is  at  all  possible  for 
him  to  do  so,  to  try  a  feeding  experiment. 

8.  If  there  is  a  slaughtering  house  or  packing  center  near  enough, 
take  the  class  to  visit  it.  Observe  the  methods  of  handling  the  car- 
casses, the  sanitary  conditions,  etc.  Visit  the  meat  market  and  study 
the  different  cuts  of  meat.  Learn  the  names  of  these  and  their  relative 
prices. 

9.  Encourage  students  to  watch  for  cattle  trains  that  pass  through 
the  nearest  railroad  points,  that  they  may  observe  the  breeds,  types, 
grades,  condition  for  market,  shipping  conditions,  etc.  If  the  animals 
have  not  been  dehorned,  note  whether  they  have  injured  each  other 
with  their  horns. 

10.  Procure  some  calves  from  three  to  seven  days  old.  Clip  the 
hair  from  the  horn  buttons,  wash  clean  with  soap  and  warm  water,  and 
dry  thoroughly.  Wrap  one  end  of  a  stick  of  caustic  soda  or  caustic 
potash  with  paper  to  prevent  injury  to  the  hands  while  handling. 
Moisten  the  uncovered  end  and  rub  it  on  the  horn  buttons,  first  on  one 
and  then  the  other,  two  or  three  times  each,  allowing  the  caustic  to  dry 
after  each  application.  Be  careful  that  the  caustic  does  not  touch  any 
of  the  skin  surrounding  the  horn  button.  Be  careful  also  not  to  have 
the  end  of  the  stick  too  wet,  as  it  might  run ;  it  removes  the  skin  where- 
ever  it  comes  in  contact  with  it.  Keep  the  calf  in  out  of  the  rain  for  a 
few  days  after  treatment,  as  rain  would  cause  the  caustic  to  spread. 

11.  Ask  a  farmer,  dairyman,  or  cattleman  to  give  a  demonstration 
to  the  class  on  dehorning  older  cattle.  Take  the  students  to  this  farm 
and  have  them  observe  carefully  the  method  of  handling  the  cattle ;  the 
device  for  holding  them;  the  instruments  for  removing  the  horns;  the 
place  of  making  the  cut;  treatment  after  dehorning,  etc.  If  possible, 
have  work  done  with  both  clippers  and  saws.  At  least  try  to  have  the 
different  instruments  commonly  used  for  dehorning,  so  that  the  class 
may  see  them.     Discuss  the  relative  merits  of  each. 

12.  Visit  dairy  farms  and  study  the  herd  and  its  care  and  handling. 
Make  a  careful  study  of  the  barn,  noting  the  points  in  the  outline  under 
dairy  barns.  Make  complete  notes  on  sanitary  conditions,  conveniences, 
etc.  Ask  the  herdsman  for  rations,  and  get  all  the  information  regard- 
ing the  cows  possible.  If  individual  records  are  kept,  ask  for  them. 
Discuss  all  observations  thoroughly  in  class. 

13.  Interest  a  few  boys  in  testing  the  cows  in  their  herd.  Have 
them  take  three  or  four  cows'  and  keep  a  careful  feeding  record,  as  well 
as  an  accurate  record  of  the  amount  of  milk  produced  and  the  per  cent 
of  butter  fat  it  contained.  Compare  the  relative  efficiency  of  the  cows 
tested. 

14.  Have  students  bring  samples  of  milk  from  the  herd,  and  sam- 
ples from  the  cows  they  think  the  best  and  the  poorest.  Test  these  in 
the  laboratory.  If  there  are  different  breeds  of  dairy  cattle  in  the 
community,  test  the  breeds  for  butter  fat. 

15.  Provide  samples  of  skim  milk,  whole  milk,  and  watered  milk. 
Using  the  Babcock  test  and  the  lactometer,  have  students  identify 
each.  Use  more  than  one  sample  of  each.  It  may  require  several  lab- 
oratory periods  for  the  students  to  learn  to  handle  the  apparatus  with 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas         57 

am'   degree   of  proficiency.     Give  them   several   exercises,   and   do  not 
work  too  rapidly. 

16.  The  directions  for  making  tlie  tuberculin  test  may  be  found  in 
any  text  on  dairying  and  in  many  of  the  experiment-station  reports  and 
government  bulletins.  The  students  should  be  taught  how  to  make  the 
test  accurately,  and  the  importance  of  testing  the  herd. 

17.  Encourage  the  patrons  to  send  in  samples  of  milk  to  be  tested 
for  butter  fat  by  the  students. 

18.  Have  students  study  the  construction  and  use  of  the  cream  sep- 
arator.    Test  the  effect  of  speed  on  the  cream  separated. 

19.  Test  acidity  of  milk  or  cream  by  the  Farrington's  alkaline  test: 
"Dissolve  five  of  Farrington's  tablets  in  enough  water  to  make  solution 
97  c.c.  Mix  well,  and  measure  out  17.6  c.c.  of  the  milk  or  cream  te 
be  tested,  and  add  the  alkali  solution  until  the  characteristic  pink  color 
remains.  The  number  of  c.c.  of  alkali  solution  required  to  produce  this 
result  indicates  the  number  of  hundredths  per  cent  acid,  since  one  c.c. 
of  alkali  neutralizes  .01  per  cent  of  acid  when  17.6  c.c.  of  milk  are 
used.  Therefore  the  number  of  c.c.  neutralizer  used  divided  by  100 
equals  per  cent  of  acid.  For  instance :  If  50  c.c.  solution  be  used  the 
acidity  of  the  milk  in  question  is  .5  per  cent.  The  Farrington  tablets 
contain  alkali  equal  to  3.8  c.c.  of  tenth  normal  solution,  and  also  the 
color  indicator." 

20.  Give  experience  in  ripening  cream  by  use  of  starter  and  by  use 
of  natural  means. 

21.  Give  practice  in  butter  making. 

22.  Have  students  make  cottage  cheese. 

23.  Give  practice  in  making  ice  cream. 

24.  Test  for  formaldehyde: 

"Add  one  drop  of  formaldehyde  to  one-half  pint  of  milk  and  shake 
thoroughly.  Obtain  by  means  of  a  pipette,  17.6  c.c.  or  any  convenient 
amount  of  the  milk,  and  place  in  Babcock  test  bottle.  Add  a  similar 
amount  of  sulphuric  acid  and  allow  to  stand  quietly  for  five  minutes. 
jSTote  color  line  at  junction  of  acid  and  milk,  which  should  be  a  dis- 
tinct purple  or  violet,  indicating  the  presence  of  formaldehyde.  Eepeat 
the  experiment,  using  concentrated  hydrochloric  acid.  Also  add  a  few 
drops  of  ferric  chloride  to  aid  the  color  reaction.  Formaldehyde  is  a 
colorless,  volatile  liquid,  chemically  intermediate  between  methyl  alcohol 
and  formic  acid.  When  consumed  with  milk,  it  produces  various  in- 
testinal disturbances;  and,  if  present  in  excessive  amounts,  produces 
poisoning.'' 

25.  .Test  for  oleomargarine: 

"Place  5  grams,  or  any  convenient  amount,  of  oleomargarine  in  a  small 
dish  and  apply  flame.  Place  in  another  dish  a  similar  quantity  of 
butter.  N'ote  the  difference  in  the  manner  in  which  they  melt.  The 
oleomargarine  sputters  like  grease  in  a  frying-pan  on  account  of  the 
excessive  amount  of  water  present.  It  does  not  foam,  however,  as  much 
as  the  butter.  The  butter  melts  quietly  and  foams  a  great  deal.  Note, 
too,  the  odor  of  lard  in  oleomargarine.  Score  a  sample  of  each  for 
flavor,  texture,  grain  and  body." 

26.  Bacteriological  tests  may  be  made  to  show  contamination  from 


58         Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 

bam  air,  coat  of  animal,  manure,  utensils,  etc.     (Teacher  should  pre- 
pare agar  plates  to  be  used.) 

27.  Practice  may  be  given  in  pasteurizing  milk. 

28.  Compare  relative  number  of  bacteria  in  certified  milk,  pasteur- 
ized milk,  and  milk  bought  on  the  streets.     (Performed  by  instructor.) 

29.  Compare  keeping  quality  of  pasteurized  and  unpasteurized  milk. 

30.  Examine  fat  globules  with  microscope. 

III.  Practice  work  with  hogs. 

I,  2,  3,  4  and  5  should  correspond  to  laboratory  exercises  numbers  1, 
2,  3,  4  and  5  under  horse,  using  hogs  as  a  study  instead  of  horses. 

6.  Visit  a  hog  farm  and  observe  the  methods  of  handling  the  herd. 
Look  carefully  into  housing  conditions,  sanitation,  water  supply,  con- 
dition of  pens,  feeding  floors,  troughs,  dipping  tanks,  pasture,  etc. 
Make  complete  notes  on  all  that  you  see,  and  report  conditions  in  class. 
The  reports  should  be  followed  by  a  round-table  discussion. 

7.  Have  the  students  examine  the  hogs  on  their  farms  for  lice.  Let 
them  prepare  dips  for  lice  and  apply  them  to  the  infected  herds.  If 
there  are  any  mangy  hogs  in  the  community,  have  them  treat  these  also. 

8.  See  number  8  under  cattle. 

9.  Encourage  some  of  the  boys  to  make  feeding  experiments  in  fat- 
tening hogs.  Have  one  begin  feeding  a  pig  as  soon  as  it  can  eat,  and 
fatten  it  off  at  about  eight  or  nine  months  old.  Have  another  begin 
feeding  a  pig  when  it  is  eight  or  nine  months  old ;  another  a  pig  eighteen 
months  old,  etc.  Have  each  one  keep  accurate  records  of  the  amount  of 
feed  used,  gains  made,  cost,  etc.,  and  compare  results. 

10.  If  it  is  possible,  give  a  demonstration  of  vaccination  for  hog 
cholera,  and  have  not  only  the  students  of  agriculture,  but  the  whole 
school  and  all  the  visitors  you  can  get  present  when  it  is  given. 

II.  Take  the  class  to  the  home  of  some  farmer  who  happens  to  be 
killing  his  yearns  meat.  Have  them  take  notes  on  the  temperature  of 
the  weather,  the  method  of  killing  the  hogs,  the  handling  of  the  hog 
before  cutting  it  into  pieces,  the  cuts  of  the  meat,  methods  of  curing, 
etc.  Discuss  the  best  methods  of  doing  these  things  and  compare  witli 
methods  commonly  used. 

IV.  Practice  work  with  sheep. 

1.  Study  the  score  card  until  familiar  with  all  the  points.  Procure 
some  fine-wool,  medium-wool,  and  long-wool  sheep  for  scoring.  With 
the  ideal  of  the  type  in  mind  score  several  individuals  of  each  type  and 
compare  and  check  scores. 

2.  Procure  different  types  and  breeds  of  sheep  and  have  students 
judge  them.     Discuss  the  merits  of  each  animal  and  reasons  for  placing. 

3.  Take  the  class  to  the  home  of  a  farmer  who  owns  a  few  sheep 
and  let  them  observe  his  methods  of  shearing.  After  discussing  the  best 
methods  of  shearing  sheep,  have  each  of  the  students  try  it.  Special 
attention  should  be  given  to  the  position  and  method  of  holding  the 
sheep  while  shearing. 

4.  Prepare  dips  for  ticks,  scab,  foot  rot,  etc.,  and  dip  some  farmer's 
sheep  for  him  if  they  need  it. 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas  *     59 

5.  Either  visit  a  slaughter  house  to  observe  the  preparation,  and  a 
meat  market  to  study  the  different  cuts  of  meat,  or  buy  a  sheep,  kill  it, 
prepare  it  for  the  market  and  sell  it.     Have  the  students  do  all  the  work. 

6.  Procure  samples  of  wool  from  the  fine-wool,  medium-wool,  and 
long-wool  types.  Compare  these  samples.  Procure  several  samples 
from  different  breeds  of  each  type  and  place  them  according  to  their 
superiority, 

y.     Practice    work   in   poultry. 

1.  Judge  types  and  breeds  of  poultry.  Visit  poultry  yards,  poultry 
shows,  and  poultry  farms. 

2.  Plan  poultr)^  houses,  nests,  coops,  hoppers,  etc. 

3.  Study  feeds,  and  practice  compounding  rations. 

•  4.     Study  the  construction  of  an  incubator  and  practice  operating 
an  incubator. 

5.  Give  practice  in  the  use  of  brooders. 

6.  Give  practice  in  feeding  young  chicks.    Test  different  rations. 

7.  Fatten  birds  for  market;  test  pen  fattening  and  crate  fattening. 

8.  Give  practice  in  killing  and  dressing  poultry.  Visit  poultry 
yards  and  observe  dressing  and  packing  poultry. 

9.  Give  practice  in  sorting  and  grading  eggs;  candling  eggs;  pre- 
serving eggs  with  waterglass,  salt,  etc. 

10.  Make  study  of  fresh  eggs,  uncooked  and  hard  boiled. 

11.  Observe  stages  in  the  incubation  of  chicks. 

12.  Study  insects  and  diseases  of  poultry,  and  apply  remedies. 
(From  the  practice  in  animal  husbandry  suggested  above,  select  exer- 
cises according  to  equipment,  time,  and  local  conditions.) 

REFERENCE   MATERIAL   IN   ANIMAL  HUSBANDRY. 

I.     Minimum. 

1.  Craig:    Judging  Live  Stock  (Kenyon  Printing  and  Man- 

ufacturing Co.,  Des  Moines,  Iowa),  $1.50. 

2.  Davenport:    Principles  of  Breeding  (Ginn  &  Co.,  Dallas), 

$2.50. 

3.  Eckles:     Dairy  Cattle  and  Milk  Production  (Macmillan 

Co.,  Dallas),  $1.60. 

4.  Henry:     Feeds   and   Feeding    (W.   A.   Henry,   Madison, 

Wis.),  $2.25. 

5.  Lewis:       Productive     Poultry    Husbandry     (Lippincott, 

Philadelphia),  $2.00. 

6.  Plumb:     Types  and  Breeds  of  Farm  Animals   (Ginn  & 

Co.,  Dallas),  $2.00. 

7.  Eobinson :     The  Principles  and  Practice  of  Poultry  Cul- 

ture (Ginn  &  Co.,  Dallas),  $2.50. 

8.  Van  Slyke:     Modern  Methods  of  Testing  Milk  and  Milk 

Products  (Orange  Judd  Co.,  New  York),  $1.00. 

9.  Wing:     Milk  and  Its  Products  (Macmillan  Co.,  Dallas), 

$1.50. 


60     ^  Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 

II.     Other  books  desirable. 

1.     Horses. 

(1)  Chawner:      Diseases   of   the   Horse   and   How  to 

Treat  Them    (Orange  Judd  Co.,   New  York), 
$1.25. 

(2)  Dadd:     Modern  Horse  Doctor  (Orange  Judd  Co., 

New  York),  $1.00. 

(3)  Say:     Productive  Horse  Husbandry   (Lippincott, 

iPhiladelphia),  $1.50. 

(4)  Harper:      Management   and  Breeding   of   Horses 

(Orange  Judd  Co.,  New  York),  $2.00. 

(5)  Knight:    Jacks,  Jennets  and  Mules  (Orange  Judd 

Co.,  New  York),  $1.50. 

(6)  Eoberts:     The    Horse    (Orange   Judd   Co.,   New 

York),  $1.25. 

2.  Hogs. 

(1)  Coburn:     Swine  in  America  (Orange  Judd  Co., 

New  York),  $2.50.- 

(2)  Cooch:    Five  Hundred  Swine  Questions  Answered 

(Webb  Publishing  Co.,  St.  Paul),  25c. 

(3)  Craig:      Diseases   of    Swine    (Orange   Judd    Co., 

New  York),  75c. 

(4)  Day:     Productive  Swine  Husbandry  (Lippincott, 

Philadelphia),  $1.50. 

(5)  Dawson:      Hog  B(5ok    (Sanders   Publishing   Co., 

Chicago),  $1.50. 

(6)  Dietrich:     Swine  Breeding,  Feeding  and  Manage- 

ment (Sanders  Publishing  Co.,  Chicago),  $1.50. 

(7)  Fulton:     Home  Pork  Making  (Orange  Judd  Co., 

New  York),  $1.50. 

(8)  Mcintosh:    Diseases  of  Swine  (Orange  Judd  Co., 

New  York),  $2.00. 

3.  Sheep  and  goats. 

(1)  Clarke:    Modern  Sheep:  Breeds  and  Management 

(American  Sheep  Breeder  Co.,  Chicago),  $1.50. 

(2)  Coffey:     Productive   Sheep   Husbandry    (Lippin- 

cott, Philadelphia),  $1.50. 

(3)  Eushworth:      Sheep   and   Their   Diseases    (Alex- 

ander Eger,  Chicago),  $1.50. 

(4)  Stewart:     The  Shepherd's  Manual  (Orange  Judd 

Co.,  New  York),  $1.00. 

(5)  Thompson:      Angora    Goat    Eaising    and    Milk 

Goats  (Orange  Judd  Co.,  New  York),  $1.00. 

(6)  Wing:    Sheep  Farming  in  America  (Sanders  Pub. 

Co,  Chicago),  $1.00. 

4.  Beef  cattle. 

(1)  Sanders:     Shorthorn   Cattle    (Sanders  Pub.   Co., 

Chicago,   111.),   $2.00. 

(2)  Shaw:     The  Management  and  Feeding  of  Cattle 

(Orange  Judd  Co.,  New  York),  $1.25. 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas         61 

5.  Dairy  cattle  and  dairying: 

(1)  Conn:     Practical     Dairy     Bacteriology     (Orange 

^  Judd  Co.,  New  York),  $1.25. 

(2)  Melich:      Dairy    Laboratory    Guide    (Van    Nor- 

strand  Co.,  N".  Y.),  $1.25. 

(3)  Michels:     Dairy  Farming   (J.   Michels,  Milwau- 

kee), $1.00. 

(4)  Michels:     Market  Dairying  (J.  Michels,  Milwau- 

kee), $1.00. 

(5)  Peck:      Profitable   Dairying    (Orange  Judd   Co., 

New  York),  75c. 

(6)  Puxley:    Modern  Dairy  Farming  (Scribners,  New 

York),  $1.40. 

(7)  Eoss:     A  Dairy  Laboratory  Guide  (Orange  Judd 

Co.,  New  .York),  50c. 

(8)  Eussell  and  Hastings:     Experimental  Dairy  Bac- 

teriology (Ginn  &  Co.,  Dallas),  $1.00. 

(9)  Stewart:    Dairyman's  Manual  (Orange  Judd  Co., 

New  York),  $1.50. 

6.  Poultry. 

(1)  Brigham:      Progressive   Poultry   Culture    (Torch 

Press,  Cedar  Eapids),  $1.50. 

(2)  Doyle:     Illustrated     Book    of   Domestic   Poultry 

(Winston  Co.,  Philadelphia),  $2.50. 

(3)  Fiske:     Poultry  Feeding  and  Fattening  (Orange 

Judd  Co.,  New  York),  50c. 

(4)  Howard:      American     Fanciers'     Poultry     Book 
(Howard  Publishing  Co.,  Washington,  D.  C),  50c. 

(5)  Myrick:      Turkeys    and    How    to    Grow    Them 

(Orange  Judd  Co.,  New  York),  $1.00. 

(6)  Powell:    Making  Poultry  Pay  (Orange  Judd  Co., 

New  York),  $1.00. 

(7)  Sewell  &  Tilson:     Poultry  Manual   (Webb  Pub. 

Co.,  St.  Paul),  50c. 

(8)  Valentine:    The  Beginner  in  Poultry  (Macmillan 

Co.,  Dallas),  $1.50. 

(9)  Valentine:     How  to  Keep  Hens  for  Profit  (Mac- 

millan Co.,  Dallas),  $1.50. 
(10)     Watson:    Farm  Poultry  (Macmillan  Co.,  Dallas), 
$1.50. 

7.  Miscellaneous. 

(1)  Burkett:     First  Principles  of  Feeding  Farm  x4Lni- 

mals  (Orange  Judd  Co.,  New  York),  $1.50. 

(2)  Burkett:     Farm  Stock   (Orange  Judd  Co.,  New 

York),  $1.50. 

(3)  Harper:     Animal  Husbandry  for  Schools   (Mac- 

millan Co.,  Dallas),  $1.50. 

(4)  Jordan:     The  Feeding   of  Animals    (Macmillan 

Co.,  Dallas),  $1.50. 

(5)  Marshall:      Breeding    Farm    Animals    (Sanders 

Pub.  Co.,  Chicago),  $1.50. 


62         Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 

(6)  Plumb:       Beginnings     in     Animal     Husbandry 

(Webb  Pub.  Co.,  St.  Paul),  $1.25. 

(7)  Shaw:     The  Study  of  Breeds  (Orange  Judd  Co., 

New  York),  $1.50. 

(8)  Smith:    Veterinary  Physiology  (Wm.  E.  Jenkins, 

New  York),  $4.25. 

III.     Bulletins  and  other  publications. 

1.  Bulletin  No.  163:    Hog  Cholera  and  Vaccination  (Kan- 

sas Experiment  Station,  Manhattan). 

2.  Bulletin  No.  141 :     Improvement  of  Farm  Egg  (U.  S. 

Bureau  of  Animal  Industry). 

3.  Bulletin  No.   282:     Seven  Methods  of  Feeding  Young 

Chicks  (Cornell  Experiment  Station). 

4.  Bulletin  No.  147:     Fattening  Cattle  in  Alabama  (U.  S. 

Bureau  of  Animal  Industry). 

5.  Bulletin  No.  163:    Steer  Feeding  in  Alabama  (Alabama 

Exp.  Station,  Auburn). 

6.  Bulletin  No..  118:     Silage  for  Steers  (Penn  Exp.  Sta- 

tion, State  College). 

7.  Bulletin  No.  76 :    Experiments  in  Steer  Feeding  (Texas 

Exp.  Station,  College  Station). 

8.  Bulletin  No.  11 :    Dairy  Industry  in  Texas  (Texas  Exp. 

Station,  College  Station). 

9.  Bulletin  No.  122:     Testing  the  Dairy  Cow  (Ohio  Exp. 

Station,  Wooster). 

10.  Bulletin  No.  78 :    Feeding  Fermented  Cotton  Seed  Meal 

to  Hogs  (Texas  Exp.  Station,  College  Station). 

11.  Bulletin  No.   131:     Hog  Feeding  Experiments    (Texas 

Experiment  Station,  College  Station). 

12.  Bulletin  No.  168:     Fattening  Hogs  in  Alabama  (Ala- 

bama Exp.  Station,  Auburn). 

13.  Bulletin    No.    207:      Hog   Eaising   in   North    Carolina 

(N.  C.  Experiment  Station,  West  Raleigh). 

14.  Bulletin  No.  94:     Hog  Feeding   (Oklahoma  Exp.   Sta- 

tion, Stillwater). 

15.  Bulletin   No.    30:     Baby   Beef    (Texas   Department   of 

Agriculture,  Austin). 

16.  Bulletin  No.  31:     Swine  Management  in  Texas  (Texas 

Department  of  Agriculture,  Austin). 

17.  Circular   No.   125:      Sheep   Industry   from  the  Market 

Standpoint  (Illinois  Experiment  Station,  Urbana). 

18.  Bulletin   No.    17:      Draft   Horse   Judging    (Wisconsin 

Univ.,  Madison). 

19.  Bulletin  No.  153:     Dissemination  of  Disease  by  Dairy 

Products  (IT.  S.  Bureau  of  Plant  Industry). 

20.  Bulletin  No.  153 :    Feeding  Dairy  Cows  (Illinois  Experi- 

ment Station,  Urbana). 

21.  Bulletin  No.   26:     Food  requirements  of  Growing  and 

Fattening   Swine    (Illinois  Experiment  Station,  Ur- 
bana). 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 


63 


Circulars  of  U.  S:  Bureau  of  Animal  Industry: 

22.  Circular  No.  100 :    Eapid  Method  for  Determination  of 

Water  in  Butter. 

23.  Circular  No.  103 :     Eecords  of  Dairy  Cows. 

24.  Circular  No.  126 :     A  Simple  Method  of  Keeping  Cream- 

ery Eecords. 

25.  Circular  No.  131 :  Designs  for  Dairy  Buildings. 

26.  Circular  No.  136 :  How  to  Build  a  Stave  Silo. 

27.  Circular  No.  142 :  Some  Important  Factors  in  the  Pro- 

duction of  Sanitary  Milk. 

28.  Circular  No.  171:     Fermented  Milk. 

29.  Circular  No.  184 :     The  Pasteurization  of  Milk. 

30.  Circular  No.  195 :    A  Plan  for  a  Small  Dairy  House. 

31.  Circular  No.  197 :     Directions  for  Home  Pasteurization 

of  Milk. 

32.  Circular  No.    199:     Score   Card   System  of   Dairy  In- 

spection. 

33.  Circular  No.  218:   Legal  Standards  for  Dairy  Products. 

Farmers'  Bulletins,  U.  S.  Department  of  Agriculture: 

34.  No.  49  :     Sheep  Feeding. 

35.  No.  51 :    Standard  Varieties  of  Chickens. 

36.  No.  55:     The  Dairy  Herd;  Its  Formation  and  Manage- 

ment. 

37.  No.  64:.   Ducks  and  Geese. 

38.  No.  96 :     Eaising  Sheep  for  Mutton. 

39.  No.  106 :    Breeds  of  Dairy  Cattle. 

40.  No.  126 :     Practical  Suggestions  for  Farm  Buildings. 

41.  No.   131:     Household  Tests  for  Detection  of  Oleomar- 

garine, and  Eenovated  Butter. 

42.  No.  137 :     The  Angora  Goat. 

43.  No.  142:     Principles  of  Nutrition  and  Nutritive  Value 

of  Foods. 

44.  No.  159 :  Scab  in  Sheep. 

45.  No.  166:  Cheese-making  on  the  Farm. 

46.  No.  170  :  Principles  of  Horse  Feeding. 

47.  No.  179 :  Horseshoeing. 

48.  No.  200  :  Turkeys,  Standard  Varieties  and  Management. 

49.  No.  201 :  Cream  Separator  on  Western  Farms. 

50.  No.  205  :  Pig  Management. 

51.  No.  206 :  Milk  Fever,  Its  Simple  and  Successful  Treat- 

ment. 

52.  No.  236:     Incubation  and  Incubators. 

53.  No.  241.     Butter-making  on  the  Farm. 

54.  No.  258.     Texas  or  Tick  Fever,  and  Its  Prevention. 

55.  No.  292 :  Cost  of  Filling  Silos. 

56.  No.  346:     Computations  of  Eations  for  Farm  Animals- 

by  Use  of  Energy  Values. 

57.  No.  349 :     The  Dairy  Industry  in  the  South. 

58.  No.  355:     A  Successful  Poultry  and  Dairy  Farm. 


64         Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 

Use  of  Milk  as  Food. 

The  Care  of  Milk  and  Its  Use  on  the  Farm. 

Hog  Houses. 

Marketing  Eggs  Through  the  Creamery. 

Capons  and  CapoDizing. 

Cheese  and  Its  Economical  Uses  in  the  Diet. 

Bacteria  in  Milk. 

Methods  of  Exterminating  the  Texas  Fever 

Hints  to  Poultry  Eaisers. 
Important  Poultry  Diseases. 
Texas  or  Tick  Fever. 
Poultry  House.  Construction. 


59. 

No. 

363: 

60. 

No. 

413: 

61. 

No. 

438: 

62. 

No. 

445: 

63. 

No. 

452: 

64. 

No. 

487. 

65. 

No. 

490: 

66. 

No. 

498: 

Tick. 

67. 

No. 

528: 

68. 

No. 

530: 

69. 

No. 

569: 

70. 

No. 

574: 

Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas         65 

•  HALF-UAHT  m  DAIRYING. 
I.     Introduction. 

Extent    of   dairy   business;    dairy   regions   in   United    States; 
dairying  in  the  South;  dairying  in  Texas;  advantages  and 
disadvantges   in   dairy   business ;  importance   of   dairy  cows 
on  the  farm. 
II.     Dairy  cattle. 

1.  Dairy  type. 

2.  Dairy  cow  as  a  machine;  factors  affecting  efficiency. 

3.  Dairy  breeds: 

(1)  Major  breeds:  Holstein-Friesian :  Jersey;  Guern- 

sey; Ayrshire;  Brown  Swiss. 

(2)  Minor    breeds:    Duteli    Belted;    Kerry;    French 

Canadian. 

(3)  Dual   purpose:     Shorthorn;   Red   Polled;   Polled 

Durham;  Devons. 

4.  Outline   for  studying  each  breed  separately.      (See  pages 

51-53,  outline  for  beef  cattle.) 


III.     Milk. 


1.     Secretion  of  milk. 

Definition  of  milk;  mammary  glands;  udder;  milk 
veins;  milk  wells;  capacity  of  udders;  internal  struc- 
ture of  udder  and  teats;  milk  cistern;  milk  ducts; 
milk  follicles ;  process  of  secretion ;  incentives  to  secre- 
tion ;  animaPs  control  of  secretion ;  amount  and  dura- 
tion of  flow;  effect  of  incomplete  milking;  effect  of 
regularity  and  frequency  of  milking;  effect  of  treat- 
ment of  cow^;  effect  of  succeeding  pregnancy. 

?.     Composition. 

Milk  constituents;  specific  gravity;  fats;  albuminoids; 
sugar ;  ash ;  gases ;  odors  of  milk ;  variations  in  quality. 

3.  Colostrum. 

Characteristics;  composition;  function. 

4.  Milk  testing. 

(1)  Importance  of  testing. 

(2)  History  of  testing. 

(3)  The  Babcock  test. 

Simplicity;  reliability;  apparatus  and  reagents; 
calibration  of  glassware;  explanation  of  the 
basis  of  the  percentage  reading;  cleaning  of 
glassware;  centrifugal  machine. 

(4)  Method  of  making  test: 

a.  Sampling:  importance;  method;  compos- 
ite sample;  care  of  samples;  apparatus 
for  sampling;  preparation  of  sample  for 
test  bottle;  temperature. 


66         Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 

b.  Filling  pipette:  iiiethod;  precautions. 

c.  Transferring  milk   to   test  bottle :   method ; 

precautions. 

d.  Adding  acid:  kind;  amount;  action  of  acid; 

precautions. 

e.  Mixing    acid    and    milk:    method;    reason; 

precautions. 

f.  First  whirling:  time;  purpose;  speed. 

g.  Adding  water :    amount ;  temperature ;  pur- 

pose ;  ^effect  of  hard  water, 
h.     Second  whirling:  time, 
i.     Second  adding  water:  amount;  purpose. 
k.     Reading    results:    temperature;    meniscus; 

use   of   dividers ;   correct   appearance   of 

fat-column;    defects   in   fat-column   and 

their  causes. 
1.     Precautions  in  testing. 

5.  The  care  and  handling  of  milk. 

(1)  Bacteria  in  milk. 

Kinds :  harmful,  harmless,  useful ;  sources ;  fac- 
tors favoring  development;  retardation  of 
growth;  pasteurization;  sterilization;  bacteria 
a  measure  of  dirt. 

(2)  Souring  of  milk. 

Cause;  source  of  bacteria;  test  for  lactic  acid; 
conditions  favorable  for  souring;  starters. 

(3)  Other  fermentations. 

a.  Normal :  peptogenic  and  putrif active ;   fer- 

mentation of  albuminoids;  butyric  fer- 
mentation of  fats. 

b.  Abnormal:  sweet  curdling;  ropy,  slimy  or 

stringy  milk;  bitter  milk;  alcoholic  fer- 
mentation ;  chromogenic  fermentations, 
such  as  bloody  milk,  etc. 

(4)  Odors  in  milk. 

Milk  as  an  absorbent  of  odors^  precautions  in 
feeding  silage;,  care  of  refrigerator  or  milk 
house;  care  of  pasture;  choice  of  feed;  bac- 
terial action  affecting  odor  and  flavor. 

(5)  Keeping  of  milk  and  cream:  temperature,  cleanli- 

ness; care  of  utensils;  length  of  time. 

6.  Separation  of  cream, 

(1)  Shallow-pan  creaming:  advantages  and  disadvan- 

tages; efficiency. 

(2)  Deep-setting  creaming:  advantages  and  disadvan- 

tages; efficiency. 

(3)  Dilution  system  of  creaming:  advantages  and  dis- 

advantages; efficiency. 

(4)  Centrifugal  separation. 

a.     Separators:  kinds;  basic  principles;  relative 
prices  and  efficiency;  structure. 


Courses  in  Agriculture  for  the  Seconda/ry  Schools  of  Texas         67 

b.  Factors  affecting  efficiency:  rate  of  inflow; 

speed  of  the  bowl;  temperature  of  milk; 
certain  modifications  in  the  structure  of 
the  bowl;  lack  of  smoothness  in  running 
due  to  unbalanced  bowl,  poorly  adjusted 
bearings  or  lack  of  solid  foundation. 

c.  Factors  regulating  richness  of  cream :  regu- 

lation of  cream  screw, — principles, 
method  of  adjustment,  limit  of  adjust- 
ment, relation  of  thickness  of  cream  to 
efficiency  of  separation;  speed  of  ma- 
chine; rate  of  inflow;  temperature  of 
milk. 
7.     Butter-making. 

(1)  Eipening  of  cream. 

Object  of  ripening;  effect  upon  texture  and 
flavor;  temperature;  amount  of  acid  neces- 
sary; acid  tests;  effect  of  overripening;  use 
of  starter. 

(2)  Churning. 

Kinds  of  churns;  advantages  and  disadvantages 
of  each ;  effect  of  viscosity ;  temperature ;  ripe- 
ness and  size  of  fat  globules  of  cream  on 
churning;  eff'ect  of  period  of  lactation,  breed, 
individuality,  feed,  etc.,  on  churning;  use  of 
butter  color;  end  of  churning;  factors  affect- 
ing the  product. 

(3)  Finishing  the  product. 

a.  Washing:    importance   and   method;   effect 

of  temperature  of  wash  water  on  texture 
of  butter;  effect  of  overwashing. 

b.  Working:    importance;   amount;   apparatus 

and  methods ;  effect  of  underworking  and 
of  overworking. 

c.  Salting:  purpose;  amount;  method  of  ap- 

plication; purity  of  salt. 

d.  Packing  and  marketing:  relation  of  moist- 

ure content  to  keeping  of  butter;  kinds 
of  moulds ;  prints  and  packages ;  temper- 
ature for  moulding;  marketing  by  retail 
and  by  wholesale. 

e.  Judging  butter. 

8.  Brief  study  of  cheese. 

Nature  of  cheese ;  food  value  of  cheese ;  milk  best  suited 
for  cheese-making;  manufacture  of  Cheddar  cheese; 
making  cottage  cheese. 

9.  Certified  milk. 

Definition;  origin;  standards;  precautions  necessary  for 
production ;  cost. 


6b         Courses  in  Agriculture  for  the  Secondary  Schools  of  'Texas 

10.  Milk  products. 

Butter;  ice  cream;  skimmed  milk;  buttermilk;  whey; 
condensed  milk;  dried  casein;  milk  sugar;  cheese; 
powdered  milk ;  evaporated  milk ;  condensed  milk,  etc. 

11.  Dairy  laws  and  pure-food  laws  regarding  dairy  products. 

IV.     Milk  production. 

1.  The  herd. 

Relation  between  breed  and  kind  of  dairy  products  de- 
sired; individuality  in  production. 

2.  Improvement  of  herd. 

Testing  and  record  keeping ;  weeding  out  low  producers ; 
breeding  high  producers;  choice  of  herd  bull;  possi- 
bilities in  grading  up  a  herd :  transmission  of  milk- 
ing qualities. 

3.  Feeding  for  milk  production  :    value  of  silage ;  silage  crops ; 

soiling  system;  pastures  and  forage  crops;  concentrates 
for  dairy  cattle ;  balanced  ration ;  relation  of  production, 
live  weight  and  individuality  to  amount  of  feed;  feed- 
ing versus  heredity  in  milk  production. 

4.  Dairy  barns. 

Size;  structure  as  to  space,  light,  ventilation,  tempera- 
ture, floors,  stanchions,  feeding  facilities,  facilities  for 
caring  for  manure  and  for  flushing;  drainage;  sani- 
tary conditions;  location  as  to  other  buildings;  mate- 
rial and  cost. 

5.  Milk  room. 

Location;  construction;  equipment. 

y.     Dairying  as  a  business. 

1.  Nature  of  the  business;  kind  of  work  necessary;  capital 

needed;  returns  expected. 

2.  Factors  influencing  location  of  dairy  farm:  market  facili- 

ties for  dairy  products;  facilities  for  feed  production; 
water  supply. 

(For  reference  material  and  for  practice  work  in  dairying,  see  out- 
lines of  animal  husbandry.) 


Courses  in  AgricvUure  for  the  Secondary  Schools  of  Texas         61) 

HALF-UNIT  IN  POULTRY. 

I.     iDtroduction. 

Value  of  poultry  on  the  farm  ;  comparison  of  value  of  poultry 
and  poultry  products  with  value  of  corn,  oats,  wheat,  cot- 
ton, iron,  silver  or  gold;  value  in  Texas;  growth  of  the 
industry;  attractiveness;  opportunity;  requirements  of  a 
successful  poultryman. 

II.     Types  and  breeds  of  cliickens. 

1.  Nomenclature   of   bird:   charts,   drawings,  etc.;  basis  of 

classification  into  types  and  breeds. 

2.  Meaning  of  types  and  breeds. 

3.  Meat  type. 

Characteristics  of  the  type  as  to  size,  shape,  disposition, 
production;    breeds:    Brahmas,    Cochins,    Langshans; 
characteristics  of  each, 
■i-     '^^g  type. 

Characteristics  of  the  type  as  to  size,  shape,  disposition, 
production,  foraging,  climatic  adaptation,  age  of  ma- 
turing, tendencies  to  sit ;  breeds :  Leghorns,  Minorcas, 
Andalusians,  Spanish,  Hamburgs;  characteristics  of 
each. 

5.  .  Dual-purpose  type. 

Characteristics  of  the  type  as  to  size,  form,  disposition, 
maturity,  adaptation  to  climate,  Qg^g  production,  for- 
aging, brooding ;  breeds :  Plymouth  Rocks,  Wyan- 
dottes,  Orpingtons,  Rhode  Island  Reds,  Dominiques, 
Dorkings,  Houdans,  Cornish  Games,  Javas;  charac- 
teristics of  each. 

6.  Fancy  breeds. 

Breeds:  Bantams,  Games,  Polish,  Frizzles,  Sultans; 
characteristics  of  each. 

III.     Improvement  of  fowls. 

Advantage  of  pure-bred  over  scrub.  Variation  in  pure-breds 
as  to  production;  use  of  trap-nest  in  selecting  high-produc- 
ing hens;  selection  as  to  constitutional  vigor,  physical  per- 
fection, breed  shape,  color  of  plumage,  head  appurtenances, 
etc. ;  factors  to  be  considered  in  selecting  for  Qgg  produc- 
tion and  for  meat  production;  value  of  the  male  bird  in 
transmitting  high  productive  qualities;  selection  of  males; 
value  of  in-and-in  breeding;  danger  of  introducing  new 
blood ;  ratio  of  females  to  males  in  the  breeding  pens. 

IV.     Houses  and  housing. 

1.     Location. 

Convenience;  drainage;  sunlight;  vermin. 


70         Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 

2.  Colony  system  versus  single  house. 

3.  Essential  features  of  house. 

Economy;  convenience;  sunlight;  freedom  from  moist- 
ure; abundance  of  ventilation;  plenty  of  room;  pro- 
tection from  excessive  heat  or  cold ;  proof  against 
rats,  mice,  etc.;  sanitation. 

4.  Size  and  type  of  house. 

Size  in  relation  to  size  of  flock ;  material  for  floor,  walls, 
roof,  etc. ;  shape  of  building ;  provision  for  light, 
ventilation,  etc. ;  portable  houses.     * 

5.  Poultry  fixtures. 

Perches ;  dropping  boards ;  nests ;  broody  coops ;  dust 
boxes;  feed  troughs;  drinking  fountains;  grit  and 
shell  boxes. 

V.     Yards  and  yarding. 

Number  and  arrangement  of  yards:  size;  shape  versus  cost; 
method  of  double  yarding  and  the  crops  to  be  used;  fence 
material;  height  of  fence;  gate,  etc. 

VI.     Egg  production. 

1.  Age  at  which  laying  begins  normally. 

2.  Causes  of  retarded  laying. 

3.  Factors  influencing  egg  production.     Activity  of  repro- 

ductive organs;  nourishment;  comfort:  exercise;  consti- 
tutional vigor;  sanitation;  broodiness. 

4.  Moulting  and  egg  production. 

5.  Variability  in  egg  yields. 

(1)  In  the  same  breeds. 

(2)  In  different  breeds. 

6.  Producing  sterile  eggs. 

7.  Effect  of  age  on  egg  production. 

8.  Feeding  for  egg  production. 

Composition  of  eggs  and  its  relation  to  ration ;  need  of 
meat  in  ration ;  need  of  variety ;  need  of  green  feed ; 
balanced  ration;  need  of  pure  water;  mineral  matter 
in  the  ration;  use  of  grit;  value  of  grinding  grain; 
relation  of  fat  to  laying  condition ;  value  of  exercise ; 
various  poultry  foods. 

VII.     Incubation. 

1.  Study  of  the  egg. 

Nature  of  egg;  purpose;  parts  of  egg;  source  of  each 
part;  malformed  eggs  and  their  causes;  fertile  versus 
infertile  eggs;  candling  to  detect  infertile  eggs;  nu- 
merous causes  of  infertility;  stages  of  development  in 
the  embryo. 

2.  Eggs  for  incubation. 

Collecting,  selecting  and  keeping  eggs  for  hatching. 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas         71 

3.  Important  factors  in  incubation. 

Fertility;  vitality  of  embryo;  temperature;  moisture; 
ventilation ;  shifting  of  egg. 

4.  Incubation  by  natural  methods. 

Nests  as  to  material,  location,  and  security;  number  of 
eggs;  food  and  care  of  sitting  hen;  care  of  eggs  and 
chicks  at  hatching  time;  advantages  and  disadvan- 
tages of  the  system. 

5.  Incubation  by  artificial  methods. 

History  of  artificial  incubation;  selection  of  incubator; 
study  of  construction  and  manipulation  of  incubator; 
placing  the  incubator ;  care  of  lamp ;  selection  of  eggs ; 
regulation  of  temperature  and  moisture ;  turning-  and 
aeration  of  eggs ;  testing  out  infertile  eggs ;  manipula- 
tion during  hatching;  keeping  records. 


VIII.     Brooding. 

1.  Natural  brooding. 

Advantages;  breeds  of  hens  best  suited;  choice  of  in- 
dividual; coops  and  runs;  age  to  allow  liberty  of 
chicks  and  of  mothers;  number  chicks  per  hen. 

2.  Artificial  brooding. 

(1)  Fireless  brooder — Philo   system:    principles;   ad- 

vantages; efficiency. 

(2)  Artificially  heated  brooders. 

Kinds  of  brooders  and  sources  of  heat;  brooder 
houses;  runs  and  yards  for  chicks;  need  of 
cleanliness,  sunlight,  proper  temperature,  ex- 
ercise and  ventilation;  cause  of  high  mortal- 
ity in  brooder;  hardening  process;  age  to  re- 
move from  brooder. 

IX.     Growing  the  chick. 

1.  Feeding. 

Source  of  food  for  the  growing  embryo;  age  at  which 
supply  is  exhausted;  time  feeding  should  begin;  food 
to  start  chicks;  later  rations;  teaching  the  brooder 
chick  to  eat;  feeding  brooder  chicks  versus  chicks 
with  hens;  dry  feeds  versus  mashes;  green  feeds; 
grits;  frequency  of  feeding. 

2.  Factors  affecting  growth. 

(1)  Inherited  characteristics. 

(2)  Environmental   conditions. 

Free  range;  green  feed;  shade;  housing;  man- 
agement. 

(3)  Eate  of  growth. 

(4)  Separation  of  sexes  while  growing. 

(5)  Separation  according  to  age  and  size. 


72         Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 

X.     Fattening  poultry. 

1.  Age. 

Comparison  of  broilers,  friers  and  roasters  as  to  breeds 
best  adapted ;  profits  expected ;  management  necessary. 

2.  Feeding. 

Effect  of  fattening  on  appearance  and  quality  of  fowl; 
cramming;  fattening  period;  fattening  rations. 

XI.     Capons  and  caponizing. 

1.  Process. 

(1)  Instruments:  spoon  and  hook,  forceps  and  knife> 

cannula  and  spreader;  desirable  characteristics 
of  instruments. 

(2)  Age  for  caponizing. 

(3)  Preparation  of   birds:  abstinence  from  feed   and 

water;  purpose. 

(4)  Operation:  securing  bird;  place  for  cut;  removal 

of  feathers;  incision;  spreading;  rupture  of 
peritoneum;  removal  of  testicles;  precautions; 
treatment  after  operation. 

2.  Capons. 

(1)  Effect    of     caponizing:  -change     of     disposition; 

change  of  form  and  appearance;  effect  on  qual- 
ity of  meat;  effect  on  ease  of  fattening;  ""slips" 
and  the  cause. 

(2)  Market  requirements.  . 

.(3)     Breeds  best  adapted  to  caponizing. 
(4)     Profits. 

XII.     Preparation  for  market  or  for  table. 

1.  Fasting:  purpose,  importance. 

2.  Killing. 

Wringing  the  neck;  cutting  off  the  head;  sticking;  ad- 
vantages of  each  method. 

3.  Eemoving  feathers. 

Scalding  and  dry  picking;  advantages  of  each;  market 
requirements  on  picking. 

4.  Dressing:    market  requirements;  relative  prices  of  drawn 

and  undrawn  poultry. 

5.  Chilling:    importance,  temperature,  time. 

6.  Shaping. 

7.  Grading:  firsts;  seconds;  culls. 

8.  Packing:  dry  packing,  ice  packing. 

XIII.     Shipping  live  poultry. 

1.  Kind  of  coop  to  use. 

2.  Size  of  coop. 

3.  Cars  for  shipping. 


Courses  in  Agriculture  for  the  Secondarij  Schools  of  Texas         13- 

4.  Care  of  poultry  on  long  shipments. 

5.  Sorting  and  grading. 

6.  Prices  for  different  classes. 

Xiy.     Marketing  eggs. 

1.  Cleaning. 

2.  Sorting  for  color. 

3.  Sorting  for  size. 

4.  Boxes  and  cases  for  packing. 

5.  Preserving. 

(1)  Cold  storage. 

(2)  Water  glass. 

(3)  Lime  water. 

(4)  Salt. 

XV.     Study  of  poultry  other  than  chickens. 

1.  Kinds. 

(?)     Turkeys;  (2)  geese;  (3)  ducks;  (4)  guineas;  (5) 
peafowls;   (6)   pheasants. 

2.  Outline  for  brief  study  of  each. 

(1)  Types  and  breeds. 

(2)  Importance  of  the  industry. 

(3)  Care  and  management. 

(4)  Preparation,  marketing  and  use  of  products. 

.XVI.     Insects  and  diseases  of  poultry. 

1.     Common  ailments. 

Eoup ;    tuberculosis ;    limberneck ;    indigestion ;    scabby 
legs;  cholera;  white  diarrhoea;  pneumonia,  etc. 

2.  Internal  parasites. 

Gapeworms;  tapeworms;  round  worms,  etc. 

3.  External  parasites. 

Lice,  mites,  etc. 

4.  Prevention  and  remedial  work. 

5.  General  sanitation  and  disinfectants. 

(For  reference  material  and  practice  work  on  poultry  see  the  outline 
of  animal  husbandry.) 


74         Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 

SOILS  A^TD  SOIL  FERTILITY. 
I.     Soil, — definition. 

1.     Surface  soil. 
'  2.     Subsoil, — differs  from  surface  soil  in  that  it 

a.  Contains  less  vegetable  matter. 

b.  Is  more  compact. 

c.  Is  usually  lighter  in  color. 

d.  Is  usually  unproductive. 
3.     Functions  of  subsoil. 

a.  To  renew  mineral  plant  food  depleted  in  surface  soil. 

b.  To  act  as  a  retaining  medium  for  roots  of  plants. 

c.  To  serve  as  a  storehouse  for  water. 

11.     Origin  of  soil :  directly  or  indirectly  from  disintegration  of  rocks. 

1.  Causes  of  disintegration.  • 

a.  Changes  of  temperature. 

b.  Wind  blowing  sand  against  rocks. 

c.  Water  dissolving  some  of  the  elements. 

d.  Transporting  agencies,  etc. 

2.  Agencies  active  in  soil  formation. 

a.  Changes  in  temperature. 

b.  Gravity. 

c.  Moving  water. 

d.  Moving  ice. 

e.  Winds. 

f.  Chemical  action  of  air  and  water. 

g.  Action  of  living  plants  and  animals, 
h.  Effect  of  organic  matter. 

III.     Classification  of  soils  according  to  method  of  formation. 

1.  Sedentary  soils. 

2.  Transported  soils. 

a.  Alluvial  soils. 

b.  Colluvial  soils. 

c.  Drift  soils. 

d.  Wind-blown  or  Aeolian  soils. 

3.  Study  each  of  the  above  named  soils  as  to 

a.  How  formed. 

b.  Characteristics. 

c.  Where  found. 

d.  Agricultural  importance. 

IV.     Types  of  soils. 

1.     Light  and  heavy  soils. 

a.  Basis  of  classification. 

b.  List  of  light  soils. 

c.  List  of  heavy  soils. 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas         75 

2.     Warm  and  cold  soils. 

a.  Factors  influencing  temperature  of  soils. 

(1)  Color. 

(2)  Moisture  content. 

(3)  Composition  of  soil. 

(4)  Fineness  of  soil  particles. 

(5)  Exposure,  etc.- 

b.  List  of  soils  usually  classed  as  warm  soils. 

c.  List  usually  classed  as  cold  soils. 

V.     Principal  components  of  soils. 

1.  Sand:  aids  some  soils  by 

a.  Making  them  more  porous  for  air  and  water. 

b.  Eaising  the  temperature. 

2.  Clay. 

a.  Absorbs  and  retains  mineral  plant-foods  needed  in 

plant  nutrition. 

b.  Usually  is  higher  in  potash. 

3.  Lime. 

a.  Aids  in  formation  of  nitrates  in  the  soil. 

b.  Promotes  decomposition  of  vegetable  matter. 

c.  Overcomes  sticky  tendency  of  particles. 

d.  Improves  absorptive  and  retentive  power  of  sandy 

soil. 

e.  Neutralizes  soil  acidity. 

4.  Humus. 

a.  Functions  of  humus. 

(1)  Serves  as  a  nitrogen  supply. 

(2)  Supplies  mineral  plant-foods. 

(3)  Increases  water  holding  capacity  of  soils. 

(4)  Is  a  source  of  warmth. 

(5)  Improves  the  soil  texture. 

(6)  Aids    bacterial    and    other    micro-organic 

growth  in  the  soil. 

b.  Loss  of  humus. 

,  (1)     By  continued  growth  of  tilled  crops. 

(2)  By  oxidation   and   leaching,   especially   in 

loose  soils  of  the  South. 

(3)  By  great  prairie  fires. 

c.  Maintaining  and  building  up.  humus  content. 

(1)  Maintaining      permanent      pastures      and 

meadows. 

(2)  Green  manuring. 

(3)  Use  of  farm  manures. 

VI.     Classes  of  farm  soils  with  reference  to  their  constituents. 

1.  Coarse  sand. 

2.  Sandy  soils. 

3.  Sandy  loam. 

4.  Loam   soils. 


76         Courses  in  Agriciiliure  for  the  Secondary  Schools  of  Texas 

5.  Silt  loam. 

6.  Clay  loam. 

7.  Heav}^  clav. 

8.  Black  prairie  soils. 

9.  Vegetable  or  swamp  soils. 

10.     Study  each  of  the  above  named  soil  types  according  to  the 
following  outline: 

a.  Where  found. 

b.  Peculiar  characteristics. 

c.  Agricultural  importance. 

d.  Crops  best  adapted  to  it. 

VTI.     Classes   of   soils   with   reference   to   moisture:    arid:    semi-arid: 
humid. 

VIII.     Study  each  of  the  above  named  soils  as  follows: 

a.  Where  found. 

b.  x^atural  vegetation. 

c.  Kind  of  farming. 

d.  Agricultural  importance. 

e.  Land  values  in  each  section. 

IX.     Soil  moisture. 

1.  Kinds  of  soil  moisture. 

a.  Gravitational. 

b.  Capillary. 

c.  Hygroscopic. 

2.  Uses  of  soil  moisture. 

a.  Dissolves    mineral    plant    foods    and    renders    them 

available  for  plants. 

b.  Transfers  plant  foods  from  soil  to  plant. 

c.  Principal  component  of  circulatory  fluid  of  plants. 

d.  Regulates  soil  temperature. 

e.  Regulates  plant  temperature. 

3.  Water  capacity  of  different  types  of  soils. 

4.  Amount  of  water  required  by  different  crops,  % 

5.  Methods  of  controlling  soil  moistura 

a.  Best  methods  of  conserving  moisture. 

b.  Brief  study  of  irrigation  and  drainage.  , 

X.     Soil  ventilation. 

1.  Tlie  amount  of  air  present  in  soils  depends  upon 

a.  The  soil  texture. 

b.  The  structure  of  the  soil. 

c.  The  amount  of  organic  matter  present. 

d.  The  amount  of  moisture  in  the  soil. 

2.  The  supply  of  soil-air  may  be  controlled  in  part  by 

a.  Cultivation. 

b.  Kinds  of  crops  grown. 

c.  Organic  matter  added  to  soil. 


Cowses  in  Agriculture  for  the  Secoudary  Schools  of  Texas         77 

3.     Functions   of  soil-air. 

a.  Aids  in  decomposition  of  organic  matter. 

b.  Chemical  action  on  mineral  substances  renders  them 

available  to  plants. 

c.  Necessary  to  germination  of  seeds. 

d.  Essential  to  root  growth. 

XL     Soil  temperature. 

1.  Importance  of  proper  soil  temperature. 

2.  Influence  of  temperature  upon  germination  and  growth. 

a.  Optimum  conditions  for  different  crops. 

b.  Minimum  requirements  for  different  crops. 

3.  Influence  on  nitrification. 

4.  Conditions  affecting  soil  temperature. 

a.  Color  of  the  soil. 

b.  Amount  of  vegetable  matter  present  in  the  soil  and 

rate  of  decomposition. 

c.  Amount  of  soil  moisture. 

d.  Rate  of  evaporation. 

e.  Slope  and  situation. 

f.  Smoothness  and  compactness  of  surface  soil. 

g.  Tilth  of  surface  and  subsoil. 

XII.     Chemical  composition  of  soils. 

1.  Chemical  plant  foods  absolutely  essential  to  plant  growth : 

carbon ;  hydrogen :  oxygen;  nitrogen;  phosphorus:  po- 
tassium; calcium;  sulphur;  magnesium;  iron;  probably 
chlorin. 

2.  Elements   that   frequently   must   be   supplied:    nitrogen; 

phosphorus;  potassium;  calcium. 

3.  Xitrogen. 

a.  Functions  of.  nitrogen. 

b.  Amount  used  by  dift'erent  crops. 

c.  Source  of  all  nitrogen. 

d.  Nitrogen  cycle. 

e.  How  lost  from  soil. 

f.  How  maintained. 

g.  Replacing  in  depleted  soils. 

h.     Importance  of  legumes  in  relation  to  nitrogen  con- 
tent of  soil. 

4.  Phosphorus. 

a.  Relation  to  plant  growth. 

b.  Supply  of  earth's  crust. 

c.  Supply  available  for  plants. 

d.  Amount  removed  in  different  crops. 

e.  Amount  returned  in  manures. 

f.  Depletion  of  phosphorus  content  of  soil. 

g.  How  restored. 

h.     Source  of  all  commercial  phosphorus, 
i.     Fertilizers  used  for  phosphonis. 


Courses  in  Agriculture  for  the  Secondarij  iSchools  of  Texas 

(1)  Acid  phosphate. 

(2)  Ground  rock  phosphate. 

(3)  Bone  meal. 

(4)  Steamed  bone  meal,  etc. 

j.     Study  the  fertilizers  named  above,  as  well  as  others, 
as  to 

(1)  Fertilizing  value. 

(2)  Availability. 

(3)  Time  to  apply. 

(4)  Method  of  applying. 

5.  Potash. 

a.  Distribution  of  potassium  in  earth's  crust. 

b.  Soils  usually  rich  in  potash. 

c.  Soils  usually  deficient  in  potash. 

d.  Source  and  supply  of  commercial  forms. 

(1)  Wood  ashes. 

(2)  Griant  kelp  on  Pacific  coast. 

(3)  Mineral  salts. 

e.  Most  common  commercial  fertilizers  used  for  potash. 

f.  Amount  of  potash  removed  in  different  crops. 

g.  Quantity  needed  by  crops  and  time  to  apply, 
h.     Form  of  potash  best  to  apply. 

6.  Calcium. 

a.  Chemical  effect  of  lime  on  the  soil. 

(1)  Eenders  potash  more  available. 

(2)  Combines  with  acid  phosphate,  thus  pre- 

venting the  latter  from  combining  with 
iron  or  alumina,  both  of  which  are  in- 
soluble. 

(3)  Promotes  the  decomposition  of  organic  sub- 

stances. 

(4)  Favors  the  change  of  ammonia  into  nitric 

acid. 

(5)  Corrects  soil  acidity. 

(6)  Renders  injurious  compounds  of  iron  harm- 

less. 

b.  Mechanical  effect  on  soil:     Makes  soil  more  mellow 

and  easier  tilled. 

c.  Tests  for  lime. 

(1)  Chemical  analysis. 

(2)  Muriatic  acid  test. 

(3)  Litmus  paper  test. 

(4)  Study  of  natural  vegetation. 

d.  Crops  usually  benefited  by  liming. 

e.  Fertilizers  used  to  supply  lime. 

(1)  Superphosphates. 

(2)  Wood  ashes. 

(3)  Ground  limestone. 

(4)  Ground  shells. 

(5)  Burned  lime. 

f.  Amount  of  lime  to  use. 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Tckcos         7^ 


to- 


Best  season  to  apply  lime, 
h.     Frequency  of  applying, 
i.     Metliod  of  applying. 

XIII.     Farm  manures. 

1.  Importanee  of  farm  manures. 

2.  Comparative    composition    of    liquid    manure    and    solid 

manure. 

3.  Factors  affecting  value  of  manures. 

a.  Food  of  the  animal. 

b.  Age  of  the  animal. 

c.  Kind  of  animal. 

d.  Kind  and  amount  of  litter  used. 

e.  Care  of  the  manure. 

f .  Moisture  content  of  manure. 

4.  Eelative  value   of  the  manure  from  different  classes  of 

farm  animals. 

5.  Care  and  handling  of  manure  on  the  farm. 

a.  Methods  of  handling  before  applying. 

(1)  x411owing  manure  to  collect  in  stalls. 

(a)  Necessity  of  good  bedding. 

(b)  Advantages  and  disadvantages. 

(2)  Composts  and  composting:    kind;  cost. 

(a)  Location   with   reference   to   other 

buildings. 

(b)  Care  of  manure  in  the  compost. 

(c)  Advantages  and  disadvantages. 

(3)  Chemical  absorbents  and  reinforcements. 

(a)  Purposes  of  using  them. 

(b)  Kind  of  material  to  use. 

(c)  Danger  of  using  some  chemical  ab- 

sorbents. 

(d)  How  to  use. 

b.  Application  of  manure. 

(1)  Applying  fresh  manure. 

(a)  Kind  of  crop  and  condition  of  soil. 

(b)  Advantages     of      applying      fresh 

manure. 

(2)  Applying  well  rotted  manure. 

(3)  Time  to  apply. 

(4)  Amount  of  manure  to  use. 

(5)  Condition  of  soil  and  kind  of  crop. 

(6)  Method  of  applying. 

(7)  Necessity  of  even  application. 

c.  Losses  of  manure  due  to  exposure. 

XIV.     Handling  soils  to  maintain  permanent  soil  fertility. 

1.     Proper  rotation  of  crops. 

a.     Reasons  for  crop  rotation. 

(1)     Plants  use  different  proportions  of  soil  con- 
stituents. 


so         Connies  in  Agriculture  for  the  Secondary  Schools  of  Texas 

(2)  Plants  feed  at  different  depths. 

(3)  Different    crops   require   different   cultural 

practices. 

(4)  Insect  posts  and  fungus  diseases  more  easily 

controlled. 

(5)  Economy  of  labor. 

b.  Effect  of  rotation  on  production. 

c.  Effect  on  soil  fertility. 

d'.     Eotation  suitable  for  farming  in  different  parts  of 
Texas. 
■2.     Green  manures. 
'  a.     Purpose  of  green  manuring. 

b.  Effect  on  soil. 

c.  Effect  on  production. 

d.  Place  in  crop  rotation. 

e.  Crop  best  suited  for  green  manures. 

f .  Degree  of  maturity  for  turning  under  green  manures. 

g.  Advantages  of  green  manuring. 

(1)  Increases    availability     of    mineral    plant 

foods. 

(2)  Increases    humus    content    and    raises    soil 

temperature. 

(3)  Increases  moisture  content  of  soil. 

(4)  Conserves  nitrogen. 

(5)  Brings    up    plant   food    from   subsoil    and 

stores  in  the  surface  soil. 

(6)  Opens  and  mellows  soils. 

J  (7)     Makes   following   crop   deeper   rooted   and 

lessens  drouth  injury. 

(8)  Helps  free  the  land  from  weeds. 

(9)  Aids  in  preventing  erosion  and  blowing  of 

soils. 

3.  Intelligent  use  of  farm  manures  and  commercial  fertil- 

izers. 

4.  Proper  tillage. 

a.  Implements  for  cultivating  the  soil. 

b.  Plowing  the  land. 

(1)  Time  to  plow, — depends  upon 

(a)  Kind  of  soil. 

(b)  Conditions  of  the  soil. 

(c)  Slope  of  the  land. 

(d)  Crop  to  be  grown. 

(2)  Depth  of  plowing. 

(3)  Subsoil  ing. 

c.  Cultivation  after  breaking. 

(1)  Kind  and   amount. 

(2)  Purpose. 

(a)  To  destroy  Aveeds. 

(b)  To  conserve  moisture. 

(c)  To  render  plant  food  available. 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas         81 

(d)      To  obtain  an  openness  of  texture 
and  uniform  soil  condition. 

d.  Summer  fallowing. 

(1)  Purpose. 

(2)  Advantages. 

(3)  Losses  due  to  fallowing. 

e.  Best  methods  of  cultivation  for  different  sections  of 

the  state. 

XIV.     Building  up  worn-out  soils. 

PRACTICE    WORK   IN    SOILS   AND   SOIL   FERTILITY. 

(Refer  to  laboratory  manuals  for  detailed  description  of  the  various 
exercises.) 

1.  A  field  trip  to  note  evidences  of  soil  formation. 

2.  Practice  in  taking  soil  samples. 

3.  Examination  of  characteristics  of  sand,  loam,  cla}'. 

4.  Examination  of  soil  and  subsoil. 

5.  Examination  of  types  of  soil  with  their  vegetation. 

6.  Examinations  of  soils  that  have  been  cropped  differently. 

7.  Thoroughly  mix  samples  of  soil  with  water  in  tall  glass  cylinder, 
allow  it  to  settle,  and  note  the  separation  of  particles  according  to  size. 

8.  Stir  samples  of  sand,  loam,  and  clay  with  water  to  a  stiff  dough, 
mold  into  balls,  and  dry  in  sun  or  in  oven. 

9.  Try  alternately  wetting  and  drying  the  clay  mud  ball.  Try  1 
per  cent  of  lime  in  clav  mud  ball.  If  convenient,  trv  freezing  clav  mud 
ball. 

10.  Compare  power  of  sand,  clay,  and  leaf  mould  to  retain  moisture 
by  saturating  with  water  the  same  weight  of  each  and  determining  the 
increase  in  weight. 

11.  Percolation  experiment  with  sand,  loam,  clay. 

12.  Capillarity  experiment  with  sand,  loam,  clay. 

13.  Use  clods  and  chaff  to  obstruct  capillary  rise  of  moisture  in  large 
glass  tubes. 

14.  Test  efficiency  of  dust  mulch  in  conserving  moisture. 

15.  Test  effect  of  evaporation  of  moisture  on  temperature  of  soil  on 
a  clear  day. 

16.  Test  effect  of  color  of  soil  on  temperature  on  clear  day. 

17.  Determine  capillary  moisture  in  field  samples,  and  note  effect 
of  method  of  cropping  and  handling  on  moisture  content. 

18.  Determine  porosity,  volume,  weight,  and  apparent  specific  grav- 
ity of  soils. 

19.  Determine  loss  in  sample  of  soil  on  ignition.  Note  relation  be- 
tween type  of  soil,  method  of  cropping,  and  handling,  and  loss  on 
ignition. 

20.  Examine  various  kinds  of  fertilizer  materials. 

21.  Run  fertilizer  tests  either  in  field  or  in  pots. 

22.  Examine  root  system  and  tubercles  of  cowpeas,  soy  beans,  alfalfa, 
•eto.  Dig  up  an  average  plant  with  care  to  get  as  near  all  the  root 
system  as  possible.     Count  the  number  of  plants  on  a  square  foot.     Cal- 


v^-3         Courses  in  AgricuJIure  for  the  Secondary  ScJiooIs  of  Texas 

dilate  approximately  the  weight  of  air-dry  organic  matter  per  acre 
added  by  turning  under  the  crops.  Calculate  the  approximate  weight 
of  hay  per  acre  the  field  will  yield.  Supposing  that  two-thirds  of  the 
nitrogen  in  the  entire  plant  is  obtained  from  the  air  and  one-third  from 
the  soil,  and  that  two-thirds  of  the  nitrogen  of  the  plant  is^in  the  top 
(hay)  and  one-third  in  the  roots  and  stubble,  how  much  nitrogen  is 
added  to  the  soil  if  the  hay  crop  is  removed  from  the  field  ?  How  much 
if  the  crop  is  turned  under?  How  much  corn  or  cotton  might  be 
expected  from  the  added  nitrogen?  What  is  the  value  of  the  nitrogen 
added?  What  is  the  value  of  the  potash  and  phosphoric  acid  turned 
under?  How  does  the  value  of  plant  food  turned  under  compare  with 
the  value  of  animal  food  turned  under?  What  is  the  net  weight  and 
value  of  plant  food  added  to  the  soil  in  consequence  of  growing  and 
turning  under  the  crop? 

(When  time  does  not  permit  each  student  to  perform  each  exercise, 
the  teacher  may  assign  some  exercises  to  certain  students  and  require 
all  the  students  to  make  observation  and  write  up  the  results.  Plan 
sufficient  ^tork  for  each  day  for  each  student  so  that  he  will  have  no 
time  to  waste.) 

REFERENCE    MATERIAL    IX    SOILS    AND    SOIL   FERTILITY. 

I.     ^linimum. 

1.  Hopkins:      Soil    Fertility    and    Permanent    Agriculture 

((^inn  &  Co.,  Dallas'),  $2.25. 

2.  King:     Phvsics  of  Agriculture    (F.   H.  King,  Madison, 

Wis.),  $1.75. 

3.  King:     The  Soil  (Macmillan  Co.,  Dallas),  $1.50. 

4.  Lyon  and  Fippin :     The  Principles  of  Soil  Management 

'(Macmillan  Co.,  Dallas),  $1.75. 

5.  Voorhees:     Fertilizers  (Macmillan  Co.,  Dallas),  $1.25. 

II.     Other  books  desirable. 

1.  Burkett:     Soils  (Orange  Judd  Co.,  Xew  York),  $1.25. 

2.  Fletcher:     Soils    (Doubledav,  Page  &  Co.,  Garden  Citv, 

]Sf.Y.),$2.00. 

3.  Hall:      Fertilizers   and   Manures    (E.   P.   Dutton  &   Co., 

N.  Y.),  $1.50. 

4.  Hall:     Soil  (E.  P.  Dutton  .&  Co.,  X.  Y.),  $1.50. 

5.  Harris:     Talks  on  Manures   (Orange  Judd  Co.,  N.  Y.), 

$1.50. 

6.  Hilgard:     Soils   (Macmillan  Co.,  Dallas),  $4.00. 

7.  McCall:     Phvsical  Properties  of  Soil   (Orange  Judd  Co., 

K  Y.),  50c. 

8.  Mosier:      Laboratory   Manual    for    Soil    Physics    (E.    H. 

Eeid,  Bremer  School,  Minneapolis),  30c. 

9.  Murray:     Soils  and  Manures  (Van  Xostrand,  New  York), 

$2.00. 
10.     Roberts:     Fertilitv  of  the  Land  (]\[acmillan  Co.,  Dallas), 
$1.50. 


Cunrses  in  Agriculture  for  iJie  Secondary  Schools  of  Texas         83 

11.  Shaw:      Dry    Land    Farming    (Orange    Jndcl    Co.,    Xew 

York),  $3.00. 

12.  Snvder:     Soil^^  and  Fertilizers   (Macmillaii  Co.,  Dallas),. 

$1.25. 

13.  Stevenson  and  Schaub:     Soil  Physics  Laboratory  Guide 

(Orange  Jndd  Co.,  Xew  York),  50c. 

14.  A^an   Slvke :     Fertilizers   and   Crops    (Orange  Jndd  Co.,. 

X.  Y.),  $2.00. 

15.  Vivian:     First  Principles  of  Soil  Fertility  (Oranoe  Judd 

Co.,  Xew  York),  $1.00. 

16.  AYarington :     Physical   Properties  of   Soil    (Oxford  Fni- 

versity  Press,  New  York),  $1.50. 

17.  Whitson  and   Walster:     Soils  and   Soil  Fertility   (Webb 

Pub.  Co.,  St.  Paul),  $1.25. 

III.     Bulletins  and  other  publications. 

1.  Bulletin  No.  112 :     Xature  and  Uses  of  Commercial  Fer- 

tilizers (Texas  Experiment  Station,  College  Station). 

2.  Bulletin  No.  136:     Organic  Phosphoric  Acid  in  the  Soil 

(Texas  Experiment  Station,  College  Station,  Texas). 

3.  Bulletin  No.   156:     The  Phosphorus  Compounds  of  Cot- 

ton   Seed   Meal   and   Wheat    Bran    (Texas   Experiment 
Station,  College  Station,  Texas). 

4.  Bulletin   No.   161:     The   Composition  of  Soil  of   South 

Texas     (Texas    Experiment    Station,    College    Station,. 
Texas). 
Soils  Bureau  Bulletins  (TJ.  S.  Dept.  of  Agriculture,  Washington,  I).  C.)  : 

5.  Bulletin  No.  34::     Eeclamation  of  Alkali  Soils. 

6.  Bulletin  No.  35 :     Alkali  Soils  of  United  States. 

7.  Bulletin   No.   40 :     Some   Factors   Influencing  Soil   Fer- 

tility. 

8.  Bulletin  No.  48:     Fertility  of  Soils  as  Affected  by  Ma- 

nures. 

9.  Bulletin  No.  56 :     Role  of  Oxidation  in  Soil  Fertility. 

10.  Bulletin  No.  62:  Fertilizers  for  Cotton  Soils. 

11.  Bulletin  No.  64:  Fertilizers  for  Corn  Soils. 

12.  Bulletin  No.  65:  Fertilizers  for  Potato  Soils. 

13.  Bulletin  No.  6C^:  Fertilizers  for  Wheat  Soils. 

14.  Bulletin  No.  67:  Fertilizers  on  Soil  Used  for  Oats,  Hay 

and  Miscellaneous  Ciops. 

15.  Bulletin  No.  71 :     Soil  Erosion. 

16.  Bulletin  No.  79:     Color  of  Soils. 

17.  Bulletin  No.  115:    Soil  Improvement  of  Worn  Hill  Lands 

(Illinois  Experiment  Station,  Urbana). 

18.  Circular  No.   38:     The   Principles  of   Maintaining  Soil 

Fertility  (Missouri  Experiment  Station,  Columbia). 
Fai-mers'   Bulletins    (U.   S.   Dept.  of  Agriculture,  Washington)  : 

19.  Bulletin   No.   44:      Commercial   Fertilizers,    Composition 

and  L"se. 


84         Courses 

20. 
21. 
22. 
23. 
24. 

25. 

26. 

27. 
2^. 


in  Agriculture  for  the  Secondary  Schools  of  Texas 


Bulletin  N'o. 
Bulletin  No. 
Bulletin  No. 
Bulletin  No. 
Bulletin  No. 

Eich  Neck 
Bulletin   No. 

Moisture. 
Bulletin  No. 

ing. 
Bulletin  No. 
Bulletin  No. 


48  :     Manuring  of  Cotton. 
77 :     Liming  of  Soils. 
88:     Alkali  Lands. 

138:     Irrigation  in  Field  and  Garden. 
257  :    Soil  Fertility,  address  delivered  before 
Farmers'  Club  of  Queene  Anne  County,  Md. 
266 :     Management   of   Soils   to   Conserve 

278 :     Leguminous  Crops  for  Green  Manur- 

421 :     Control  of  Blowing  Soils. 
537 :    How  to  Grow  an  Acre  of  Corn. 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas         85 


FIELD  CEOPS. 

Corn. 

I.     History  of  corn. 

1.  Where  first  found. 

2.  By  whom  first  cultivated. 

3.  Early  distribution. 

4.  By  what  race  of  people  cultivated  at  the  present  time. 

II.     Study  of  the  corn  plant. 

1.  Height  of  stalk. 

2.  Number  of  leaves  per  stalk. 

3.  Arrangement  of  leaves. 

4.  Height  of  ear  from  ground. 

5.  Flowering  parts. 

a.  Tassels  bearing  staminate  flowers. 

b.  Silks — pistillate  flowers   (see  experiments  Nos. 

1  and  2,  page  101). 

6.  Effect  of  self-fertilization. 

7.  Effect  of  cross -fertilization. 

8.  Eoot  system. 

a.  Function  of  large  roots  above  ground. 

b.  Function  of  smaller  roots  and  root  hairs. 

c.  Depth  of  root  systems. 

d.  Spread  of  roots  across  rows. 

e.  Depth  of  roots  below  surface  near  plant. 

f.  Depth  of  roots  below  surface  in  the  middle  of 

rows. 

III.     Selection  of  seed  corn. 

1.  Methods  of  selection. 

a.  Shock  selection. 

b.  Selecting  from  crib. 

c.  Field  selection. 

2.  Factors  to  consider  in  field  selection. 

a.  General  strength  and  vigor  of  the  stalk. 

b.  Leafiness  of  stalk. 

c.  Size  and  height  of  stalk. 

d.  Number  of  stalks  to  hill. 

e.  Number  of  ears  borne  to  the  stalk. 

f.  Height  of  ear  on-  stalk. 

g.  Size  and  shape  of  the  ear. 
h.  Size  and  length  of  shank. 

IV.     Curing  seed  corn. 

1.     Factors  to  be  considered. 

a.  Ventilation. 

b.  Dry  atmosphere. 

•  c.     Freedom  from  exposure  to  direct  days  of  sun. 


8()         Courses  in^Agriculturf  for  the  ^ccondanj  Schools  of  Texas    . 

2.     Devices  to  be  used  in  the  sehool-rooni  for  curing  the 
corn. 

a.  Corn  tree. 

b.  Corn  rack. 

c.  Double  string  methods. 

d.  Single  cord  method. 

e.  Wire  racks,  etc. 

Y.     Relation  of  climate  to  corn  production. 

1.  Corn  requires  a  high  temperature  during  the  growing 

season. 

2.  It  requires  long  days  of  bright  sunshine. 

3.  It  needs  a  large  amount  of  rain  during  the  liot  grow- 

ing season. 

YI.     Soils  best  adapted  to  corn. 

YII.     Plowing  for  corn. 

1.  Time  of  plowing. 

2.  Advantages  of  late  fall  plowing. 

a.  Stores  up  moisture. 

b.  Freezing   and   thawing   have   mellowing   effect 

upon  land. 

c.  Freezing  destroys  insect  larvae, 
e.     Economizes  labor. 

3.  Spring  plowing. 

4.  Depth  of  plowing  for  light  soils. 

5.  Depth  of  plowing  for  heavy  soils. 

6.  Subsoiling. 

YIII.     Preparing  the  seed  bed  after  plowing. 

1.  Leave  fall-plowed  land  in  rough  until  spring. 

2.  Cultivate  spring-plowed  land  immediately  after  plou- 

ing,  especially  if  plowed  late. 

3.  Advantages  of  frequent  cultivation  before  planting. 

4.  Method    of   cultivating:    discing,   harrowing,    etc.;,   as 

condition  demands. 

IX.     Seeding. 

1.  Importance  of  good,  uniform  seed.     Reasons  for  dis- 
,  carding  butts  and  tips. 

2.  Method  of  seeding. 

a.  In  drills. 

b.  Check  row  system. 

3.  Depth  of  seeding.     Listing. 

4.  Time  of  seeding. 

a.  Plant  later  in  sod  land  to  avoid   injury  from 

cut  worms. 

b.  Be  sure  that  soil  is  warm  enough. 

5.  Rate  of  planting. 

a.  Distance  between  rows. 

b.  Number  of  kernels  to  hill  if  checked. 


Courses  in  AgiictiUure  for  f'te  ,'<(-(:otu!(iiii  Srh.ools  of  Texas         87 

c.  Distance  between  kernels  in  drills  if  drilled. 

d.  Eate  ,of  planting  for  fertile  soil  and  good  cli- 

matic conditions. 

e.  Rate  for  poor  soil  and  poor  climatic  conditions. 

X.     Cultivation  after  planting. 

1.  Purpose  of  cnltivation. 

a.  To  subdne  weeds. 

b.  To  conserve  soil  moisture. 

c.  To  aerate  the  soil. 

d.  To  improve  the  quality  of  the  crop. 

e.  To  improve  the  quantity  of  the  crop. 

2.  Method  of  cultivation. 

a.  Level  versus  hilling. 

b.  Shallow  versus  deep. 

3.  Amount  of  cultivation. 

4.  Time  to  cultivate. 

XI.     Harvesting  corn. 

1.  Degree  of  maturity  to  harvest  for  silage. 

2.  Degree  of  maturity  to  harvest  for  fodder. 

3.  Degree  of  maturity  to  harvest  for  ears. 

4.  Influence  of  maturity  upon  yield. 

5.  Influence  of  maturity  upon  composition. 

6.  Influence  of  maturity  upon  feeding  value. 

XIL     Storing  corn. 

1.  Condition  of  corn  when  stored. 

2.  Necessity  of  well  ventilated  granaries. 

3.  Xecessity  of  tight  cribs  to  protect  from  weevils. 

4.  Necessity  of  protection  from  mice  and  rats. 

0.  Best  method  of  handling  and  storing  stover. 
G.     Harvesting  and  storing  in  the  silo. 

XIII.     Enemies  of  corn. 

1.  Weeds, 

a.  Ways  in  which  they  injure  the  crop. 

b.  Study  and  identification  of  weeds  most  trouble- 

some in  corn  crop. 

c.  Best  method  of  combating  weeds. 

2.  Insect  enemies :  a  brief  study  of  the  life  history  of  the 

following,  and  of  the  injury  caused  by  them :  cut 
worms,  white  grubs,  corn-ear  worms,  wire  worms, 
chinch  bugs. 

3.  Animal    pests:    rats,    mice,    gophers,    muskrats,    and 

squirrels. 

4.  Birds  that  destroy  corn  sometimes:  crow,  blackbird. 

5.  Fungus  and  bacterial  diseases. 

a.     Smut. 

( 1 )  Source  and  mode  of  infection. 

(2)  Factors  influencing  extent  of  infection. 


88         Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 


h. 


(3) 

Amount  of  damage  done. 

(4) 

Preventive  measures. 

Bacterial  diseases. 

(1) 

Where  found. 

(3) 

Appearance  of  plants 

infected. 

(3) 

Damage  caused. 

(4) 

Remedy. 

Corn  rust. 

(1) 

Appearance. 

(2) 

Prevalence. 

(3) 

Conditions  favorable. 

(4) 

Injury. 

(5) 

Remedy. 

XIV.     Elements  of  plant  food  removed  by  corn  crop. 

1.  Amount  removed  in  ears  of  fifty-bushel  crop. 

2.  x^mount  removed  in  stalks  of  fifty-bushel  crop. 

XV.     Fertilizing  and  manuring  for  corn  crop. 

1.  Kind  and  amount  needed. 

2.  Time  to  apply. 

3.  Method  of  applying. 

XVI.     Corn  in  crop  rotations. 
XVII.     Cost  of  producing  an  acre  of  corn. 

1.  Cost  of  cultivation. 

2.  Value  of  plant  food  removed. 

3.  Rental  value  of  land. 

4.  Depreciation  of  farm  machinery. 

5.  Cost  of  harvesting,  etc. 

6.  Amount  of  corn  necessary  to  be  produced  so  as  not  to 

lose  monev. 

•  ./ 

XVIII.     Uses  of  corn. 

1.     Food  for  domestic  animals. 
;  2.     Food  for  human  consumption. 

a.  Hominy. 

b.  Corn  meal  bread. 

c.  Corn  meal  mush. 
■             d.     Roasting  ears. 

e.     Canned  corn,  etc. 
3.     Manufactured  products. 

a.  Glucose. 

b.  Starch,  uses  of. 

(1)  Food. 

(2)  Laundry  starch. 

(3)  Malting,  etc. 

c.  Alcohol  and  whisky. 

d.  Pith  of  stalk  used  in  manufacture  of  explosives 

and  for  i^aclying  sides  of  war  vessels. 


Courses  in  AgricuUure  for  the  Secondary  Schools  of  Texas         89 

e.  Stalks  used  in  manufacture  of  paper. 

f.  Husks  made  into  mats  and  mattresses. 

g.  Corn  cobs  for  pipes. 

4.  By-products  from  manufacture  of  whisky,  starch  and 
glucose :  oil,  gum,  germ  oil  meal,  gluten  meal,  bran, 
gluten  feed,  distiller's  grains,  brewer's  grains. 

(The  last  two  named  contain  corn,  barley  and  rye  com- 
monly, but  are  usually  largely  corn.) 

XIX.     Testing  seed  corn. 

1.     Impoitance  of  testing. 


XX. 


2. 

Value  of  individual-ear  test. 

3. 

Effect  of  poor  seed  on  stand  and 

yield. 

4. 

Method  of  making  individual-ear 

test.                           , 

5. 

Temperature  required  for  test. 

6. 

Time  required  for  test. 

1 

7. 

Kind  of  tester  used. 

Corn  breeding. 

1. 

Methods. 

a.  Straight  selection. 

b.  Cross-fertilization. 

2. 

Physical   characters   of  the  plant  to  be  regarded  in 

selection. 

a.     Shape   of   ear. 

b.     Size  of  ear. 

c.     Shape  of  kernel. 

d.     Height  of  ear. 

e.     Size  of  stalk. 

f.     Height  of  stalk. 

g.     Amount  of  leaf. 

h.     Length  of  shank. 

i.     Tillers. 

i.     Barren  stalks. 

XXL     Types  of  corn:  pod  corn,  flint  corn,  soft  corn,  sweet  corn 
dent  corn. 

XXII.    -Varieties  of  corn. 

1.  Xorthern  varieties:   Brewers'  Yellow  Dent,  Minnesota 

Xo.  13,  Wisconsin  Xo.  7,  Wisconsin  Xo.  8,  and 
Golden  Glow. 

2.  Central  varieties :    Reed's  Yellow  Dent,  Riley's  Favor- 

ite, Learning,  Boone  County  White,  Johnson  County- 
White,  Pride  of  the  Xorth,  Silver  Mine,  Golden 
Eagle,  Bloody  Butcher,  and  Strawberry. 

3.  Southern  varieties :  West's  White  Dent,  Hickory  King, 

Prolific,  Texas  Gourd  Seed,  Boone  County  White, 
Sure  Cropper,  Bloody  Butcher,  Mosby,  Strawberry, 
Mexican  June,  and  Munson. 


90         Courses  in  Agriculture  for  the  l^ccondary  Scliooh  of  Texas 

B,     Wheat. 

I.     History  and  distribution. 

1.  Early  history  of  wheat. 

2.  Early  distribution. 

3.  Introduction  into  the  Fnited  States. 

4.  Spread  in  the  nation. 

5.  Present  distribution  in  Texas. 

6.  Present  distribution  in  the  United  States. 

II.     Study  of  the  wheat  plant. 

1.  Culm. 

a.  Length  of  culm. 

(1)  Influence  on  liability  to  lodge. 

(2)  Influence  on  ease  of  harvesting. 

(3)  Influence  on  yield. 

b.  Number  and  arrangement  of  leaves, 
e.     Structure. 

(1)  Thickness  of  wall. 

(2)  Hollow,  hair}^,  rough,  or  grooved. 

2.  Leaves,    their    parts:    blade,    sheath,    ligule,    and    leaf 

auricle. 

3.  Boots. 

a.  Number  and  arrangement  of  temporary  roots  on 

young  plant. 

b.  Arrangement  of  permanent  roots. 
'          ■                        c.     Depth  of  root  system. 

4.  Stooling    and    tillering:    effect    of    thick    seeding    on 

stooling. 

5.  Wheat  flower. 

a.  Parts  of  the  flower. 

b.  Arrangement  of  parts. 

6.  Spikelet. 

a.  Number  of  flowers  in  a  spikelet. 

b.  Number  of  berries  and  number  of  sterile  flowers. 

c.  Number  and  position  of  outer  glumes. 

7.  Spike. 

a.  Name  and  arrangement  of  parts. 

b.  Number  of  spikelets. 

c.  Length  of  spike. 

8.  Fruit  or  grain. 

•  a.     Parts  of  wheat  berry. 

b.     Relative  value  of  parts  commercially. 

III.     Botanical  relations. 

1.     Species    of    wheat:     P^inkorn,     Spelt,     Emmer,     Club, 
Durum,  Alaska,  Polisli,  Poulard,  and  common  wheat. 
;  2.     Varieties  of  common  wheat. 

a.     AVinter  wheat. 


Coiirsp<<  ill  Ar/ririflture  for  ihe  Secondarij  Schools  of  Texas         {)\ 

(1)  Soft  winter  wheat:    Mediterranean,  Fiil- 

caster,  Valley,  Xigger,  Kansas  Mort- 
gage Lifter,  Early  Genesee,  Giant, 
FViltz. 

(2)  Hard  winter  wheat:     Turkey  I?ed,  Bel- 

oglena,    Kharkof,    Malakoff,    Crimean, 
Eed  Winter,  Ghirka. 
b.     Hard    spring    wheat:     Fife,    Blue    Stem,    Velvet 

Chaff, 
e.     White  wheal  :  California  Club,  Oregon  Eed  Clialf. 
Sonora,  Wliite  Winter,  and  Little  Club,     (^lay 
be  either  winter  or  spring  varieties.) 

TV.     Improvement  of  varieties. 

1.  Breeding  by  straight  selection. 

2.  Breeding  ])y  crossing  varieties. 

V.     Climate  as  a  factor  in  wheat  production. 

1.  Effect  of  climate  on  geographical  distribution  in  general. 

2.  Effect  of  climate  upon  distrilnition  of  spring  and  winter 

wheats. 

3.  Quality  of  wheat  as  affected  by  climate. 

4.  Yield  as  affected  by  climate. 

5.  Amount  of  rainfall  necessary  to  production  of  wheat 

in  different  regions. 

6.  Effect  of  climate  upon  general  growth  of  plant. 

VI.     Soils  adapted  for  wheat. 

1.  Influence  of  soil  on  yield. 

2.  Influence  of  soil  on  winter  killing. 

3.  Kind  of  soils  best  adapted  to  wheat. 

VII.     Fertilizers  and  manures  for  wheat.    . 

1.  Amount  of  plant  food  removed  in  grain  and  straw  from 

average  acre  of  wheat. 

2.  Kind  and  amount  of  commercial  fertilizers  required  to 

replace  plant  food  removed. 

3.  Time  and  method  of  applying  commercial  fertilizers. 

4.  Xecessity  of  green  manuring. 

5.  Importance  of  barn-yard  manure  and  time  to  apply  in 

rotation. 

6.  Effect  on  soil  of  continuous  cropping. 

VIII.     Cultural  methods. 

1.  Place  of  wheat  in  crop  rotations. 

2.  Time  to  plow  the  land. 

3.  Depth  of  plowing. 

4.  Subsoiling. 

5.  Preparation  of  the  sc^'d  bed  without  plowing. 

6.  Preparation  of  the  seed  bed  after  plowing. 

7.  Time  of  sowing. 


92         Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 

8.  Method  of  sowing.     Advantages  of  drilling. 

9.  Depth  of  sowing.     . 

10.  Rate  of  seeding. 

a.  For  fertile  soil. 

b.  For  thin  soil. 

11.  Influence  of  size  of  seed  upon  yield. 

12.  Importance   of   fanning   and   screening   seed   carefully 

before  sowing. 

13.  Spring  cultivation  of  winter  wheat. 

IX.     Enemies  of  wheat. 

1.  Insect  pests. 

a.  Of  growing  grain. 

(1)  Kinds:  chinch  bug,  joint  worm,  Hessian 

fly,  wheat  midge,  grass  hoppers,  etc. 

(2)  Life  history  of  one  or  two  insects  com- 

mon to  your  locality. 

(3)  Method  of  control. 

b.  Of  stored  grain  and  grain  products. 

(1)  Kinds:  granary  weevil,  rice  weevil,  flour 

beetle,  Mediterranean  flour  moth,  etc. 

(2)  Life  history  of  one  or  two  most  common 

ones. 

(3)  Method  of  control. 

(a)  Fumigation   with   sulphur,    car- 

bon  bisulphide,   or   potassium 
cyanide. 

(b)  Raising  temperature  to  120  de- 

grees or  more  for  from  twelve 
to  twenty-four  hours. 

2.  Animal  and  bird  enemies :  rats,  mice,  ground  squirrels, 

English  sparrows,  etc. 

3.  Fungus  diseases. 

a.  Kinds :     rust,   wheat   scab,   loose   smut,   stinking 

smut. 

b.  Economic  importance  of  fungus  diseases  of  wheat. 

c.  Brief  study  of  life  cycle  of  smuts. 

d.  Source  of  infection  of  smuts. 

e.  Remedial  measures. 

(1)  Hot  water  treatment  for  loose  smut. 

(2)  Hot    water    treatment,    copper    sulphate 

treatment,  and  formalin  treatment  for 
stinking  smut. 

4.  Weeds  as  enemies  of  wheat. 

a.  How  weeds  injure  growing  grain. 

b.  Kind  of  weeds  commonly  found  in  wheat  field. 

c.  Loss  due  to  weed  seed  in  threshed  grain. 

d.  Best  method  of  controlling  troublesome  weeds. 


Courses  in  Agricidiure  for  the  Secondary  Schools  of  Texas         d?> 

X.     Harvesting  and  threshing. 

1.  Degree  of  maturity  for  harvesting. 

a.  Influence  of  maturity  upon  yield. 

b.  Influence  of  maturity  upon  composition. 

2.  Method  of  harvesting. 

a.  Machinery:  reaper,  self-binder,  header,  combined 

harvester  and  thresher. 

b.  Number  of  acres  that  can  be  handled  conveniently 

by  each. 

c.  Territories  adapted  to  use  of  each. 

3.  Advantages  of  threshing  wheat  from  shock. 

4.  Advantages  of  stacking. 

5.  Handling  the  threshed  grain. 

XI.     Milling  wheat. 

1.  Steps   in   milling:   tempering,   breaking,  separation   of 

bran,  purifying,  grading,  rolling,  and  bolting. 

2.  Grades  of  flour  produced  for  human  food:  first  patent, 

second  patent,  patent,  standard  patent,  long  patent, 
straight,  baker's  or  first  clear,  low  grade  or  second 
clear. 

3.  Special  flour  for  human  food :   Graham  or  whole  wheat. 

4.  By-products  used  for  animal   food:    bran,   middlings, 

shorts,  wheat  screenings. 

(In  somewhat  the  same  way  the  teacher  may  outline  the  work  for 
oat.-i,  barley,  rye,  rice,  and  buckwheat.  The  local  importance  of  the 
cereal  and  the  time  available  will  determine  the  extent  to  which  each 
should  be  studied.) 

C.     Cotton. 

I.     Introduction. 

1.  Extent  of  industry :     yield,   acreage,  value  for  Texas 

and  for  United  States;  cotton  states  and  their  rank 
in  production;  foreign  countries  producing  cotton. 

2.  History  of  cotton  industry :  ancient  production  and  use ; 

growth  of  the  industry  in  the  United  States;  factors 
influencing  this  growth. 

3.  Effect  of  cotton  industry  on  South:  effect  on  soil,  in- 

dustries, education,  population;  demands  for  diver- 
sified farming. 

II.     Description  of  plant. 

1.  Stems   and   branches:    vegetative   and   fruiting;   cone- 

shaped  and  "cluster  cottons";  correlation  between 
types  of  stems  and  branches,  and  maturity  and  pro- 
duction. 

2.  Eoots. 

3.  Leaves. 


fc,  4.     Boll  stems  or  peduncles, — best  types. 


94         Courses  in  Agriculture  for  the  Secondary  ScJiools  of  Texas 

5.  Flowers:    ^•'squares";   sepals;   stamens;   pistils;   pollen; 

methods  of  pollination. 

6.  Bolls:   locks;  seeds;  lint;  "storm  resistant"' l)ol]s  :  struc- 

ture of  boll. 

7.  Study  of  lint. 

(ij      Mature  of  lint. 

(2)  Kinds  of  fiber  as  to  maturity:  ripe,  partly  ripe, 

immature. 

(3)  Valne  of  fiber:  depends  upon  lenoth^  maturity, 

fineness,  and  uniformity. 

8.  Study  of  seed. 

(1)  Composition. 

(2)  Proportion  of  parts:  linters,  hulls,  meats. 

(3)  Characteristics:  size,  shape,  color,  etc. 

(4)  By-products:  cotton-seed  meal,  cotton-seed  oil, 

linters,  hullSj  etc. 

III.  Cotton  production. 

1.  Soils. and  climate:  climatic  conditions  favorable  to  cot- 

ton; soils  best  adapted;  relation  between  fertility  and 
cotton  production. 

2.  Fertilizers   for  cotton:  efl'ect  of  cotton  on  fertility  of 

the  soil;  fertilizer  equivalent  of  a  bale  of  cotton  to 
the  acre;  parts  of  the  plant  removing  fertility;  loss 
of  fertility  due  to  cultivation  and  leaching;  commer- 
cial fertilizers  recommended ;  green  manuring  and 
rotation  of  crops  to  conserve  fertility. 

3.  Preparation  of  seed  bed. 

(1)  Disposition   of  litter  on  ground,   such  as  corn 

stalks,  cotton  stalks,  etc. 

(2)  Breaking:    time,  depth,  and  manner. 

(3)  Bedding:    advantages  and  disadvantages;  bed- 

ding versus  level  planting;  soils  adapted  to 
•  '  each ;  methods  of  forming  the  bed ;  distance 

apart.. 

4.  Fertilizing:    method  of  distribution,  time,  rate,  etc. 

5.  Planting:    time,  rate,  method,  distance  between  rows. 

6.  Cultivation:     "barring";    "siding";   cleaning   middles; 

"chopping";  manual  labor  versus  mule  labor;  im- 
proved machinery;  shallow  cultivation;  duration  of 
cultivation. 

IV.  Harvesting  the  crop. 

1.  Picking:    picking  season;  hand  picking, — average  day's 

picking,  cost,  method ;  mechanical  pickers, — type,  cost, 
efficiency. 

2.  Ginning:    nature   of  operation,  history  of  cotton  gin, 

eft'ect  of  ginning  damp  cotton. 

3.  Baling:    nature  of   process;  size  and  weight  of  bale; 

covering;  amount  of  tare;  square  bale  versus  round- 
bale. 

4.  Compressing  :    nature ;  method ;  purpose ;  when  used. 


Courses  hi  Agriculture  for  the  Secondary  Schools  of  Texas         95 

V.     Marketing  cotton. 

1.  Care  of  baled  cotton:    deterioration  due  to  exposure  to 

weather  and  mud;  yarding;  storage  in  warehouse, — 
cost,  insurance,  etc. ;  storing  on  the  farm. 

2.  Marketing  through  agent. 

3.  Personal  selling. 

4.  Cotton  exchange:    nature  of  business;  rise  of  the  ex- 

change; effect  on  industry. 
.5.     Commercial  grades  of  cotton. 

(1)  Factors  determining  class  of  cotton  :   abundance 

of  trash;  color  of  fiber;  amount  of  "nep"  or 
tangled,  immature  fibers. 

(2)  "Tull   classes   or   grades:    fair,  middling  fair,. 

good  middling,  middling,  low  middling,  good 
ordinary,  ordinary. 

(3)  ^'Half  grades":    strict  middling  fair,  good  mid- 

dling, strict  middling,  etc. 

(4)  Grades  usually  found  in  Texas  :  strict  good  mid- 

dling, goocl  middling,  strict  middling,  mid- 
dling. 

(5)  Influence  of  length  of  fiber. 

(6)  Effect  of  tinges  and  stains. 

(7)  Differences  in  value  due  to  grades. 

YI.     Types  and  varieties  of  cotton. 

1.  American  upland  cotton :    groups,  characteristics,  and 

varieties. 

(1)      Cluster  type. 

(3)      Semi-cluster  type. 

(3)  Eio  Grande  type. 

(4)  Early  King  type. 

(5)  Big-boll  type. 

(6)  Long-limbed  type. 

(7)  Long-staple  upland. 

2.  Sea-island  cotton  :   location,  cliaiacteristics  of  plant  and 

fiber,  value. 

3.  Other  types :    Peruvian,  Lidian,  Bengal. 

YII.     Improvement  of  cotton. 

1.  Qualities  desired. 

(1)  Large  size  of  boll. 

(2)  Large  number  of  bolls. 

(3)  Early  maturity. 

(4)  Desired  shape  of  plant. 

(5)  Freedom  from  disease. 

(6)  Uniformity  in  length  of  lint. 

(7)  Greater  length  of  lint. 

2.  Methods  of  improvement. 

(1)  Selection;  plant-to-row  test;  picking  cotton  for 
seed  ahead  of  main  pickers;  advantages  and 
disadvantages  of  the  methods;  common 
method  of  selecting  seed. 


96         Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 

(2)  Breeding  and  selection:    advantages  and  incon- 

veniences. 

(3)  Varieties   and   types  best   suited   to  local  con- 

ditions. 

VIII.     Insects  and  diseases  of  cotton. 

1.  Kinds  of  insect  pests:    boll  weevil,  cotton  boll  worm, 

cut  worms,  etc. 

2.  Study  of  each:    life  history,  nature  of  injury,  preven- 

tion and  remedial  measures. 

3.  Diseases  of  cotton:  cotton  wilt  or  black-root,  root  rot, 
root-knot,  boll  rot  or  anthracnose,  cotton  rust  or  black 
rust. 

4.  Prevention  and  remedial  measures. 

D.     Legumes. 


I. 

Meaning  of  the  term  legume. 

II. 

Plants  belonging  to  this  family. 

1. 

Alfalfa. 

2. 

Clovers:    medium  red;  mammoth;  white;  alsike;  bur; 
sweet;  crimson;  Japanese;  hop,  etc. 

3. 

Cowpeas. 

4. 

Soy  beans. 

5. 

Canadian  field  peas  and  other  peas. 

6. 

Beans. 

7. 

Peanuts. 

8. 

Vetches,  etc. 

III.     Value  of  legumes. 

1.     As  a  food  for  animals. 

a.  Eelative  protein  content  of  alfalfa  hay  as  com- 

pared with  timothy  hay. 

b.  Protein  content  of  alfalfa  hay  as  compared  with 

wheat  bran. 

c.  Protein  content  of  medium  red  and  alsike  clover 

hay  as  compared  with  red  top,  Johnson  grass, 
and  Bermuda. 

d.  Protein  content   of   cowpeas,   soy  beans,  etc.,   as 

compared    with    hays    from    non-leguminous 
plants. 
:2.     As  soil  improvers. 

a.     Add  nitrogen  to  the  soil. 

(1)  Brief  review  of  necessary  plant  food  ele- 

ments. 

(2)  Examination    of    roots    of    legumes    for 

nodules.       Compare     with     roots     of 
grasses. 

(3)  Eolation  of  bacteria  to  legume. 

(a)     Plant     furnishes     carbohydrates, 
etc.,  to  bacteria. 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas         97 

(b)      Bacteria  furnishes  nitrogen  con- 
tent of  legumes. 

(4)  Source  of  nitrogen  used  by  bacteria. 

(5)  Effect  of  nodules  on  nitrogen  content  of 

legumes. 

(6)  Conditions  affecting  nodule  formation. 

(a)  Inoculation  of  soil. 

(a')     Methods  of  inoculation, 
(b')      Effect  of  eunlight  on  no- 
dule bacteria. 

(b)  Reaction  of  soil:  acid  or  alkaline. 

(a')  Effect  of  acid  soil  on 
most  legumes. 

(b')  Legumes  not  injured  by 
acid  soil. 

(c')  Correction  of  soil  acid- 
ity: kind  of  lime  to 
use;  time  and  amount 
to  apply;  method  of 
applying. 

(7)  Per  cent  of  total  nitrogen  obtained  from 

the  air. 

(8)  Nitrogen  content  of  root  and  tops. 

b.  Add  organic  matter,  when  plowed  under  as  green 

manures. 

c.  Act  as  subsoilers. 

d.  -Bring  up  large  amounts  of  plant  food  from  down 

in  the  earth  and  store  in  stems  and  leaves. 

IV.     Sample  outline  for  study  of  each  legume  separately. 
1.     Alfalfa. 

a.  History  and  distribution  of  alfalfa. 

(1)  Early  history  and  distribution. 

(2)  Introduction  into  America. 

(3)  Introduction  in  the  United  States. 

(4)  Spread  in  the  United  States. 

(5)  Spread  in  Texas. 

b.  Study  of  the  alfalfa  plant. 

(1)  Stem:   structure,  size,  and  height;  influ- 

ence of  these   factors  on  quality   and 
yield  of  hay. 

(2)  Leaves:   size,  arrangement,  and  number; 

influence  of  leaf  surface  on  quality  of 
hay. 

(3)  Flower:  brief  study  of  flower  as  to  num- 

ber and  arrangement  of  parts. 

(4)  Roots. 

(a)  Kind. 

(b)  Depth  of  root  system. 

(c)  Nodule  formation  on  roots. 


98         Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 

c.  Requirements    for    securing    and   maintaining   a 

stand. 

(1)  Good  seed. 

(2)  Land  comparatively  free  from  weeds. 

(3)  Proper  soil  and  soil  conditions. 

(a)  Kind,  fertility,  and  reaction  of 

surface  soil. 

(b)  Character  and  depth  of  subsoil. 

(c)  Drainage. 

(d)  Inoculation. 

d.  Place  in  crop  rotation. 

e.  Preparation  of  seed  bed. 

f.  Time  and  rate  of  seeding. 

g.  Seeding  with  a  nurse  crop  or  without. 

h.     Treatment  after  seeding  and  before  utilizing  crop, 
i.     Utilization  of  crop. 

(1)  For  hay. 

(a)  Time  to  cut. 

(b)  Curing  and  handling. 

(a')     Injury   from   rain    and 

sun. 
(b')     Importance  of  leaves, 
(c')     Hay  caps. 

(2)  For  green  manures. 

(a)  Organic    matter    helps    physical 

properties  of  soil. 

(b)  Adds  large  amount  of  nitrogen. 

(3)  For  soiling. 

(4)  For  pasture. 

(5)  For  silage. 

(6)  For  meal. 

(7)  Growing  for  seed. 

j.     Feeding  value  as  hay;  soiling  crop;  pasturage; 

silage, 
k.     Enemies:  weeds;  insects;  plant  diseases;  animals. 
(This  outline  with  very  slight  modifications  may  be  used  as  a  guide 
in  the  study  of  each  legume.     Select  only  those  common  to  the  locality 
for  detailed  study.) 

E.     Grasses. 

I.  Varieties  of  grasses  of  agricultural  importance:  timothy;  Ken- 
tucky blue-grass;  Bermuda  grass;  orchard  grass;  Johnson 
grass;  red  top;  brome  grasses;  meadow  fescue;  crab  grass; 
carpet  grass;  velvet  grass;  foxtail  or  pigeon  grass;  Canada 
blue-grass;  Texas  blue-grass;  buffalo  grass;  prairie  grass; 
Indian  grass;  rye-grasses,  etc. 

II.     Value  of  grasses. 

1.  Food  supply  of  large  part  of  animal  life-. 

2.  Hold  soil  and  prevent  washing  and  blowing. 

3.  Humus  content  of  soil  increased  by  pasturing,  etc. 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas        99 

III.     Classification  of  grasses  according  to  use. 

1.  Grasses    used    primarily    for    hay:    timothy,    red    top, 

meadow  fescue,  Johnson  grass,  Eussian  brome  grass. 

2.  Grasses  used  largely  for  pasture:    Kentucky  blue-grass, 

Bermuda,   Canadian  blue-grass,  buffalo  grass,  carpet 
grass,  and  others. 

3.  Grasses  used  for  both  hay  and  pasture :   red  top,  orchard 

grass,  Bermuda,  crab  grass,  meadow  fescue,  and  others. 

4.  Lawn   grasses:     blue   grasses,   Bermuda   grass,   buffalo 

grass. 

5.  *  Grasses  best  adapted  to  holding  soil. 

a.  Perennials  having  creeping   stems   and   creeping 

underground  root-stocks. 

b.  All  perennials,  since  they  form  an  extensive  net- 

work of  fibrous  roots. 

IV.     Classification  of  grasses  according  to  climatic  conditions. 

1.  Grasses  best  adapted  to  wet  soils:  marsh  grass,  red  top, 

blue-grass,  orchard  grass,  meadow  fescue,  crab  grass, 
water  grass,  Bermuda  grass. 

2.  Grasses  best  adapted  to  dry  soils :   prairie  grass,  buffalo 

grass,  slender  wheat  grass,  brome  grass,  western  rye 
grass,  tall  oat  grass,  Johnson  grass. 

V.     Sowing  combination  of  grass  and  legume  seeds  for  pastures 
and  meadows. 

1.  Advantages  of  mixed  pastures  and  meadows. 

(1)  Gives  more  continuous  grazing  in  pastures. 

(2)  Yield  is  larger. 

(3)  Length  of  life  is  longer. 

(4)  Yields  a  better  balanced  food  ration. 

2.  Combination  suited  for  Texas  conditions. 

(1)  Combination  for  East  Texas. 

(2)  Combination  for  West  Texas. 

VI.     Care  of  permanent  pastures. 
VII.     Care  of  permanent  meadows. 

VIII.     Sample  outline  for  study  of  each  grass  separately. 

1.  Name  of  grass  (Bermuda  will  be  used  for  this  outline). 

a.  Native  home. 

b.  Early  history  and  distribution. 

c.  Introduction  into  Texas. 

d.  Present  distribution  in  the  United  States. 

e.  Present  distribution  in  Texas. 

2.  Study  of  the  grass  plant. 

a.     Stem. 

(1)  Erect,  creeping,  or  prostrate. 

(2)  Structure,  size,  and  length. 

(3)  Influence  of  these  factors  on  quality  and 

quantity  of  hay  or  pasture  afforded. 


100       Courses  in  AgncuUure  for  the  Secondary  Schools  of  Texas 

b.  Leaves. 

•       (1)     Abundant  or  scanty. 

(2)      Influence  of  leaf  surface  on  quality  of 
hay. 

c.  Flower:    brief  study   of  grass  flower  as  to  time 

of  flowering,  etc. 

d.  Eoots. 

(1)  Kind  of  root  system. 

(2)  Depth  and  spread  of  root  system. 

e.  Seeds:    procure  small   amount  of  Bermuda  seed 

and   study   shape  and   size   of  seed ;   examine 
closely  for  impurities. 

f.  Methods  of  reproduction. 

(1)  By  seeds. 

(2)  By  underground  stems. 

(3)  By  both  roots  and  seeds. 

(4)  Kunners  above  ground. 

(5)  Cuttings. 

3.  Bequirements  for  securing  and  maintaining  a  stand. 

4.  Preparation  of  seed  bed. 

5.  Time  and  date  of  seeding. 

a.  Place  of  procuring  seed. 

b.  Cost  of  seed. 

6.  Seeding  with  or  without  a  nurse  crop. 

7.  Planting  cuttings  of  root  stocks. 

8.  Utilization  of  crop. 

a.     For  pasture. 

(1)  Care  of  pastures. 

(2)  Alternate   pasturing   as   compared   with 

straight  pasturing. 

(3)  Number  of  cattle,  sheep,  etc.,  that  Ber- 

muda will  support  per  acre. 


(4)  Season  of  year  available  for  pasture. 

(5)  Comparison  of  Bermuda  with  other  pas- 

b. 

ture  grasses. 
For  hay. 

(1)^  Time  to  cut. 

(2)  Curing  and  handling. 

(3)  Number  of  cuttings  per  season. 

(4)  •  Quality  of  hay. 

(5)  Market  value  of  hay. 

(6)      Feeding  value  as  compared  with  timothy 
and  alfalfa. 

9.     Hardiness  of  the  crop. 

0.     Place 

in  crop  rotations. 

(Select  those  grasses  of  local  importance  for  detailed  study.) 


Courses  in  Agriculture  for  the  Seccrndafi^  ■%Sch(t^lQ'ofyT^(^,  A  101 

PRACTICE   WORK   IN   FIELD    CROPS. 

I.     Practice  work  on  corn. 

1.  Take  a  pair  of  scissors  and  clip  out  the  silks  from  an  ear 

before  pollination.  From  another  ear  clip  out  one-half 
of  the  silks.     Observe  the  effect  on  the  two  ears. 

2.  Place   a  paper   bag  over  the   tip   of  the   ear   to   prevent 

cross  pollination.  When  the  pollen  on  the  stalk  is  ready 
to  fall  gather  a  quantity  of  it  in  a  cup,  remove  the  bag 
and  dust  the  pollen  on  the  silks.  Observe  the  effect  of 
self-pollination. 

3.  Detassel  a  few  stalks  so  that  there  will  be  no  chance  for 

self-fertilization,  and  compare  ears  from  these  stalks 
with  ears  from  experiment  No.  2. 

4.  Make  a  study  of  the  root  system  of  com  plants  of  dif- 

ferent ages  in  the  field.     Begin  on  plants  two  weeks  old. 

5.  Take  the  class  into  the  field  and  have  them  select  the 

seed  corn  and  mark  the  stalks,  giving  reasons  for  their 
work. 

6.  Have  each  student  make  for  himself  some  kind  of  device 

for  curing  seed  corn.     Require  a  neat  piece  of  work. 

7.  Assuming   that   it   takes   one    hundred   ears   to   make   a 

bushel  of  corn,  how  many  bushels  can  be  produced  on 
one  acre  with  the  rows  three  feet  eight  inches  apart 
each  way  and  one  stalk  bearing  one  ear  in  every  hill? 
With  two  stalks  to  the  hill?  With  the  stalks  eighteen 
inches  apart  in  drills? 

8.  Eight  average  ears  of  corn  will  plant  an  acre,  two  kernels 

to  the  hill,  the  rows  three  feet  eight  inches  apart.  If  a 
farmer  can  get  a  yield  of  fifty  bushels  to  the  acre  with 
a  perfect  stand,  what  would  be  his  loss  on  a  forty-acre 
field  if  one  ear  in  twenty  were  very  low  in  vitality? 

9.  Make  tests  of  seed  corn  selected  from  shock,  from  crib, 

and  from  field.     Compare  the  readings  of  these  tests. 
10.     Procure  the  leading  varieties  of  corn  grown  in  the  State. 
Fix  the  type  in  mind  by  applying  the  following  outline 

to  a  typical  ear  of  each  variety: 
a.     Ear. 

(1)  Shape. 

(2)  Length.     • 

(3)  Circumference    one-third    of    the    distance 

from  the  butt  to  the  tip. 

(4)  Ratio  of  circumference  to  length. 

(5)  Color  of  grain. 

(6)  Size  and  color  of  cob. 

(7)  Number  of  rows  of  kernels. 

(8)  Space  between  rows  at  tips  of  kernels. 

(9)  Space  between  rows  at  crown  of  kernels. 
(10)  Space  between  kernels  in  the  row. 


102 /^  Vo.4r^'(isin''7ianmli'U''f'e'^or  the  Secondary  Schools  of  Texas 


i'?.,,^ -.... 

.  *■ 

b. 

Tips  of  the  ears. 

(1) 

Shape. 

(3) 

Covered  or  exposed. 

(3) 

Eegularity  of  rows  at 

tip. 

(4) 

Size,  shape,  and  depth 

of  kernels. 

c. 

Butts  oi 

'  ears. 

(1) 

Shape. 

(3) 

Eegularity  of  rows. 

(3) 

Size,  shape,  and  depth 

of  kernels. 

(4) 

Size  of  shank  scar. 

d. 

Kernels. 

(1) 

Shape. 

(2) 

Indentation. 

(3) 

Size. 

(a)  Length. 

(b)  Breadth. 

(c)  Thickness. 

Exercise  with 

score  card  and  corn-judging. 

11. 

(1)  Using  the  official  score  card  of  the  State,  score 

each  ear  of  a  ten-ear  sample  and  arrange  the 
ears  from  left  to  right  in  order  of  the  placing 
on  the  score  card. 

(2)  Score  three  ten-ear  samples,  scoring  the  sample 

as  a  whole.  Compare  your  scores  with  others 
scoring  the  same  samples. 

(3)  Arrange  the  ten-ear  samples  in  pairs  and  have 

students   judge  them,   giving  reason  for  their 
placings. 
(4)     Arrange  the  ten-ear  samples  in  groups  of  twos  and 
have  students  judge  the  groups;  then  in  groups 
of  threes.     Eequire  careful  work  and  let  the 
reasons  for  all  placings  be  recorded  neatly  in 
the  laboratoiy  notebook. 
13.     Visit  a  number  of  corn  fields  and  find  out  the  time  of 
planting,  the  kind  of  cultivation  practiced,  the  system 
of  crop  rotation  followed,  nature  of  fertilizer  used,  etc. 
Have  students  ask  questions  and  keep  notes. 

13.  If  possible  to  cooperate  with  county  demonstration  agent, 

require  students  to  keep  full  set  of  notes  on  corn  work 
as  carried  on  in  demonstration  field. 

14.  Visit  corn  shows  and  study  the  samples  and  the  placing. 

15.  Continue-corn- judging  at  intervals  throughout  the  course. 

16.  Eun  germination  tests. 

17.  Practice  ear-to-row  tests  to  improve  a  strain  of  com. 

18.  Eun  fertilizer  tests  and  crop  rotation  tests. 

II.     Practice  work  on  wheat. 

1.  Using  outline  maps  of  the  world,  have  the  student  indi- 
cate the  wheat  areas  of  different  nations,  thus  show- 
ing the  present  distribution. 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas       108 

2.  Look  up  in  the  year  books  the  yield  per  acre  and  the  total 

yield  from  every  nation  and  indicate  it  on  a  map.  Com- 
pare the  yields  in  the  United  States  with  each  of  these. 

3.  Germination  test  of  large  grains  and  small  grains.    Plant 

one  hundred  large  kernels  in  a  box  of  moist  earth  and 
one  hundred  small  kernels  in  another  box.  Compare 
the  germination  and  the  health  and  vigor  of  -the  plants 
of  the  two. 

4.  Make  drawings  of  a  young  wheat  plant  showing  number 

and  arrangement  of  temporary  roots. 

5.  Make  drawings  of  root  system  of  mature  plant  showing 

arrangement  of  permane^it  roots. 

6.  Plant  wheat  at  the  following  depths :  just  barely  covered, 

one  inch,  two  inches,  three  inches,  and  four  inches  deep. 
Eecord  the  effects  of  different  depths  of  planting  on 
germination  and  general  strength  of  the  plants. 

7.  Study  of  the  wheat  flower  as  to  parts,  arrangements  of 

parts,  time  of  opening,  possibilities  of  cross  ferftilization. 

8.  Procure  samples  of  a  few  common  winter  wheats  and  one 

spring  wheat,  in  the  sheaf.  Study  each  according  to  the 
following  outline: 

a.  Description  of  culm  or  straw. 

(1)  Length. 

(2)  Color. 

(3)  Shape. 

(4)  Appearance:  smooth,  hairy,  rough,  grooved. 

(5)  Structure  of  straw:  hollow,  partly  pithy  or 

solid. 

b.  Description  of  spike. 

(1)  Length  of  spike. 

(2)  Number  of  spikelets. 

(3)  Compactness:    open,   compact   or   crowded. 

(4)  Bearded  or  beardless. 

(5)  Color. 

c.  Description  of  spikelet. 

(a)  Outer    glumes:    number,   position,   length, 

width,  color,  hairy  or  smooth,  beaked  or 
notched,  thick  or  thin,  keeled  or  rounded 
in  shape. 

(b)  I^iemma:   position,  shape,  color,  awned  or 

awnless. 

(c)  Kernels  or  grain:  shape,  size,  crease,  basal 

brush,  texture,  number  in  spikelet,  ap- 
pearance of  cross  sections, 
(e)     Awns:   length,  place   of  attachment,   close 
or  spreading. 

d.  Bachis. 

(1)  Appearance  of  side  view. 

(2)  Appearance  of  edge  view. 


104       Courses  in  AgricuHnre  for  the  Secondary  Schools  of  Texas 

9.     Procure  threshed  samples  of  grain  and  study  according 

to  following  outline: 
a.     Size  of  kernel, 
h.     Uniformity  of  kernels. 

c.  Color  of  sample. 

d.  Texture:  soft,  hard  or  very  hard. 

e.  Appearance  of  cross  section:  horny  or  starchy. 

f.  Shape. 

g.  Cheeks :  fat,  plump  or  angular. 

h.     Crease :  deep,  shallow,  wide,  narrow. 

i.     Brush :  large  area,  small  area,  long  hairs,  short  hairs. 

j.     Freedom  from  mixture  with  other  grains. 

k.     Freedom  Irom  weed  seeds,  dirt,  broken  kernels,  etc. 

1.     Freedom  from  diseased  or  injured  kernels. 

m.     Weight  per  bushel. 

n.     Milling  qualities. 

10.  Scoring  and  judging  wheat. 

a.  Using  the  official  score  card  of  the  State,  have  stu- 

dents score  a  few  samples  and  check  work  with 
others  scoring  same  samples. 

b.  Have  the  class  judge  the  samples  of  winter  wheat, 

giving  reasons  for  their  placings. 

11.  Determination  of  per  cent  of  loose  smut  in  wheat  field 

and  amount  of  loss  due  to  it.  Take  a  barrel  hoop  and 
drop  it  over  its  area  of  wheat.  Count  the  smutty  heads. 
Find  the  per  cent  of  smutty  heads.  Make  a  number  of 
determinations  in  the  field  and  find  the  average. 

12.  Determine  the  per  cent  of  stinking  smut  in  the  same  way. 

13.  Take  a  quantity  of  smutty  wheat  and  treat  a  portion  of 

it  with  the  hot  water  treatment.  Treat  another  part 
with  formalin.  Sow  plats  from  each  part  of  the  treated 
seed  and  also  from  the  untreated  seed.  Observe  the 
results  the  following  year. 

14.  Visit  wheat   fields  within  reach  of  the  high  school  and 

observe  the  work  being  done.  Make  notes  on  all  field 
work.  Keep  a  record  of  the  dates  of  field  trips  and 
write  up  fully  in  laboratory  notebook. 

III.     Practice  work  on  cotton. 

1.  Examine  cotton   plants  for  characteristics  of  stem,  leaf, 

root,  .flower,  fruit,  etc. 

2.  Examine  types  of  plants  for  the  high  producing,  early 

maturing  types.  Fix  the  types  preparatory  to  selecting 
seed  cotton. 

3.  Examine  cotton  plants  for  storm-resisting  bolls. 

4.  Examine   several   important   varieties  for  distinguishing 

characteristics  of  stem,  leaf,  boll,  fiber,  seed,  etc. 

5.  Practice  frequently  cotton  classing  and  use  every  oppor- 
•     tunity  to  get  expert  assistance  in  classing. 

6.  Visit  cotton  yards  and  talk  with  buyers  about  the  grades 

of  cotton  available. 


Courses  in  AgricuUure  for  the  Secondary  Schools  of  Texas       105 

7.  Visit  a  ginnery  and  examine  the  machinery  and  the  oper- 

ations. 

8.  If  possible,  visit  a  cotton-seed  oil  mill  and  examine  the 

machinery  and  observe  the  operations  and  products. 

9.  Practice    plant-to-row    tests    for   improving    a    strain    of 

cotton. 
10,     Examine    cotton    plants    for    diseased    or    insect-injured 
plants. 

lY.     Practice  work  in  legumes. 

1.  Collect  specimens  of  all  the  legumes  found  growing  in 

the  community.  Study  the  leaves^  leaf  arrangement, 
and  flowers. 

2.  Dig  up  growing  plants   of   any   legumes   available,   wash 

the  dirt  from  the  roots,  and  study  the  nodule  forma- 
tion. Make  a  few  drawings  of  root  systems  showing 
nodules. 

3.  Examine  roots   of  legumes  growing  on  fertile  soils  and 

also  on  poor  soils.  Do  you  find  any  difference  in  nodule 
formation?  Is  it  ever  profitable  to  add  nitrogen  fertil- 
izers to  cowpea  and  alfalfa  fields? 

4.  Make  a  careful  study  of  samples  of  seeds  of  the  following 

and  test  each  for  purity  and  germination :  alfalfa,  sweet 
clover,  bur  clover,  crimson  clover,  cowpeas,  soy  beans 
.  and  vetch.  Let  each  student  keep  an  accurate  record 
of  every  sample  tested  and  enter  it  in  his  permanent 
notebook.  In  so  far  as  possible,  these  seeds  should  be 
brought  from  the  homes  in  tbe  community. 

5.  Sow  four  plats  of  cowpeas  or  soy  beans.     Let  plat  No.  1 

be  a  fertile  soil;  plat  No.  2  a  thin  soil,  to  which  a  lib- 
eral amount  of  barnyard  manure  has  been  added;  plat 
No.  3  a  thin  soil,  to  which  a  complete  commercial  fer- 
tilizer has  been  added  at  the  rate  of  300  pounds  |3er 
acre ;  plat  No.  4  a  thin  soil,  to  which  nothing  has  been 
added.  Study  as  to  quality  and  amount  of  hay  pro- 
duced, and  number  and  size  of  nodules  on  roots. 

6.  Select  an  acre  of  land  on  the  school  farm,  one,  if  possible, 

that  is  representative  of  the  average  lands  of  the  com- 
munity, uniform  in  fertility,  well  drained,  compara- 
tively free  from  weeds.  Divide  this  acre  into  four  plats 
of  equal  size.  To  plat  one  apply  lime  at  the  rate  oif 
two  tons  per  acre;  to  plat  two  apply  the  lime  at  the 
same  rate  and  inoculate  with  soil  filled  with  alfalfa 
bacteria;  to  plat  three  add  the  inoculated  soil  only;  plat 
four  should  be  given  no  treatment.  Seed  to  alfalfa  and 
watch  the  result. 

7.  Divide  another  acre  of  land  similar  to  the  one  named  in 

exercise  6  into  four  parts.  To  plat  No  1  apply  barn- 
yard manure  at  the  rate  of  twelve  tons  (one  cord  equals 
one  ton)  per  acre;  to  plat  No.  2  apply  lime  at  the  rate 
of  two  tons  per- acre;  to  plat  No.  3  a  complete  com- 


106       Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 

mercial  fertilizer  at  the  rate  of  300  pounds  per  acre; 
to  plat  No.  4  no  treatment.  Seed  to  alfalfa  and  keep 
a  record  of  results. 

8.  Have  pupils  sow  plats  of  alfalfa,  clovers,  vetch,  soy  beans, 

and  cowpeas.  They  should  prepare  the  seed  bed,  de- 
cide as  to  the  kind  and  amount  of  fertilizer  to  use, 
inoculation,  liming,  time  of  sowing,  amount  of  seed  to 
sow,  and  should  test  the  seed  for  purity  and  germina- 
tion. Make  each  student  responsible  for  one  particular 
plat. 

9.  Problems : 

(1)  Calculate  the  amount  of  nitrogen  taken  from  the 

soil  in  growing  a  ton  of  clover  hay.  If  the 
legume  got  two-thirds  of  this  from  the  air  and 
one-third  from  the  soil  and  left  one-third  in  its 
roots,  how  much  was  the  nitrogen  content  of 
the  soil  increased  if  the  hay  was  removed? 

(2)  Calculate  the  fertilizing  value  of  nitrogen  at  20 

cents  per  pound  in  one  ton  of  alfalfa  hay,  clover 
hay,  cowpea  hay,  soy  bean  hay,  oat  straw,  wheat 
straw,  corn  silage,  cotton-seed  meal,  and  John- 
son grass. 

(3)  A   farmer   bought   alfalfa   seed,   paying   $12   per 

bushel.  The  test  on  this  sample  showed  it  to 
contain  10  per  cent  dirt,  trash,  and  shrivelled 
seed;  4.8  per  cent  weed  seed  and  the  germina- 
tion test  was  57  per  cent.  What  was  he  actu- 
ally paying  for  good  alfalfa  seed? 

Y.     Practice  work  on  grasses. 

1.  Collect  specimens  of  all  the  economic  grasses  found  grow- 
ing in  the  community.  Make  drawings  of  the  most  im- 
portant, labeling  the  culm,  leaf  sheath,  ligule,  auricle, 
blade  and  roots.  Write  a  brief  account  of  each  accord- 
ing to  the  following  outline: 

a.  Name  of  plant. 

b.  Native  home. 

c.  Introduction  into  Texas. 

d.  Hardiness. 

e.  Annual  or  perennial. 

f.  Methods  of  spread. 

g.  Relative   value   of  grass    as   compared   with   other 

grasses  for  pasture  and  meadow, 
h.     Description. 

(1)     Culm  or  stem. 

(a)  Height  (average  of  ten  specimens). 

(b)  Position:      erect,     decumbent,     or 

creeping. 

(c)  Number  and  arrangement  of  leaves. 

(d)  Structure  of  stem:   hollow,  pithy, 

or  solid. 


Courses  in. Agriculture  for  the  Secondary  Schools  of  Texas       107 

(e)  Surface:    smooth,  hairy,  rough,  or 

grooved. 

(f)  Thickness  of  wall. 

(g)  Number    of    nodes    and    distance 

apart. 

(2)  Leaves.* 

(a)  Length  (average  of  ten  specimens). 

(b)  Width  (average  of  ten  specimens). 

(c)  Midrib:    prominent,    medium,    or 

small, 
(d*)     Veins:     prominent,     medium,     or 
small. 

(e)  Leaf  sheath:   length  and  color. 

(f)  Ligule:    large  or  small. 

(g)  Leaf  auricle. 

(3)  Eoots. 

(a)  Kind    of    roots:    stoloniferous    or 

otherwise. 

(b)  Depth  and  spread  of  system. 

(c)  Kind  of  sod  formed. 

2.  Procure  samples  of  seed  of  the  grasses  studied  in  exercise 

No.  1  and  test  each  for  purity  and  germination.  Keep 
a  record  of  each  sample  tested  and  record  it  in  the  per- 
manent laboratory  book.  If  possible,  procure  these 
samples  from  the  seed  dealers  in  your  own  town. 

3.  Sow  small  plats  of  all  meadow  and  pasture  grasses  that 

you  think  will  grow  in  your  section  of  the  state  and 
keep  a  record  of  the  tests.  Keep  these  plats  on  the 
school  farm  for  demonstration  purposes  in  so  far  as  it 
is  worth  while. 

4.  Preserve  specimens  of  all  the  grasses  studied  by  gather- 

ing when  in  full  bloom.  Some  of  these  specimens  may 
be  pressed  between  cardboard  and  mounted,  while  others 
may  be  cured  and  bundled  into  a  sheaf.  Ricker  speci- 
men mounts  may  be  used  instead  of  the  cardboard  if 
desirable. 

5.  Keep  samples  of  seeds  of  all  grasses  of  economic  impor- 

tance and  learn  to  recognize  them. 

REFERENCE    MATERIAL   IN    FIELD    CROPS. 

Minimum. 

1.  Duggar:    Southern  Field  Crops  (Macmillan  Co.,  Dallas), 

$1.75. 

2.  Hunt:      Cereals   in    America    (Orange   Judd    Co.,   New 

York),  $1.75. 

3.  Hunt:     Forage   and   Fiber   Crops  in   America    (Orange 

Judd  Co.,  New  York),  $1.75. 

4.  Miller:    American  Cotton  System  (Austin  Printing  Com- 

pany, Austin,  Texas),  $1.50. 


108       Courses  in  Agriculture  for  the  !Secondary  Schools  of  Texas 

II.     Other  books  desirable. 

1.  Bowman  &  Crossley :     Corn  (Kenyon  Printing  Company, 

Ames,  Iowa),  $2.00. 

2.  Burkett:     Farm  Crops   (Orange  Judd  Co.,  New  York), 

$1.50. 

3.  Burkett  and  Poe:     Cotton  (Donbledav,  Page  &  Co.,  Gar- 

den City,  N.  Y.),  $2.00. 

4.  Coburn:    Book  of  Alfalfa  (Orange  Judd  Co.,  New  York), 

$2.00. 

0.  Curtiss:     Wheat  Culture  (Orange  Judd  Co.,  New  York), 

50c. 
G.     Dodlinger:     Book    of    Wheat    (Orange    Judd    Co.,    New 
York),  $2.00. 

7.  Livingston:      Field    Crop    Production    (Macmillan    Co., 

Dallas),  $1.00. 

8.  Myrick:     Book  of  Corn   (Orange  Judd  Co.,  Nek  York), 

$1.50. 

9.  Plumb:      Corn    Culture    (Sanders   Pub.    Co.,    Chicago), 

$1.00. 

10.  Sevey:     Peas  and  Pea  Culture  (Orange  Judd  Co.,  New 

York),  50c. 

11.  Shaw:     Forage  Crops  Other  Than  Grasses  (Orange  Judd 

Co.,  New  York),  $1.00. 

12.  -Shaw:     Grasses  and  How  to  Grow  Them    (Webb  Pub. 

Co.,  St.  Paul),  $1.50. 

13.  Shamel:     Manual  of  Corn  Judging    (Orange  Judd  Co., 

New  York),  50c. 

14.  Shoesmith:      Study   of   Corn    (Orange   Judd   Co.,    New 

York),  50c. 

15.  Spillman:     Farm  Grasses  of  the  United  States  (Orange 

Judd  Co.,  New  York),  $1.00.  , 

16.  Voorhees:    Forage  Crops  (Macmillan  Co.,  Dallas),  $1.50. 

17.  Wilson  &  Warburton:     Field  Crops   (Webb  Pub.  Co.,  St. 

Paul),  $1.50. 

18.  Wing:     Alfalfa  Farming  in  America  (Sanders  Pub.  Co., 

Chicago,  111.),  $2.00. 

19.  Wing:     Meadows  and  Pastures   (Sanders  Pub.  Co.,  Chi- 

cago), $1.50. 

III.     Bulletins  and  other  publications. 

1.  Bulletin  No.  175:     Grasses  (Kansas  Experiment  Station, 

Manhatten). 

2.  Bulletin  No.  176:    How  to  Grow  Wheat  in  Kansas  (Kan- 

sas Experiment  Station,  Manhattan). 

3.  Bulletin  No.  225:     Farm.  Grasses  of  Ohio  (Ohio  Experi- 

ment Station,  Wooster). 

4.  Bulletin  No.  110:     Corn  Improvement   (Purdue  Experi- 

ment Station,  Lafayette,  Ind.) 

5.  Bulletin  No.  47:     Corn  Improvement  (Michigan  Experi- 

ment Station,  East  Lansing,  Mich.). 


Courses  in  Agriculture  for  the  Secondary  Scliools  of  Texas       109 

6.  Bulletin    No.    199 :      Cowpeas,    Soy   Beans,    and    Winter 

Vetch    (Michigan  Experiment  Station,  East  Lansing). 

7.  Bulletin  No.  224:     Influence  of  Nodules  on  Roots  Upon 

Composition    of    Soy    Beans   and    Cowpeas    (Michigan 
Experiment  Station,  East  Lansing). 

8.  Bulletin  No.  268:     Wheat  Improvement   (Michigan  Ex- 

periment Station,  East  Lansing,  Mich.). 

9.  Bulletin  No.   11:     Wheat  and   Oats   (Wisconsin  Experi- 

ment Station,  Madison). 

10.  Bulletin   No.   160:     The   Soy  Bean   and   Cowpea    (Ohio 

Experiment  Station,  Wooster). 

11.  Bulletin  No.   108:     Winter  Bur  Clover    (Texas  Experi- 

ment Station,  College  Station). 

12.  Bulletin     No.     132:     Cooperative     Forage     Crop     Work 

(Texas  Experiment  Station,  College  Station). 

13.  Bulletin  No.   137:     Alfalfa  in  Northwest  Texas   (Texas 

Experiment  Station,  College  Station). 

14.  Bulletin  No.  20:     Some  Especially  Valuable  Grasses  in 

Texas  (State  Dept.  of  Agriculture,  Austin). 

Bulletins  of  the  Bureau  of  Plant  Industry,  Washington,  D.  C. 

15.  Bulletin  No.  58 :    Vitality  and  Germination  of  Seed. 

16.  Bulletin   No.   59 :     Pasture,  Meadow,  and   Forage  Crops 

in  Nebraska. 

17.  Bulletin  No.  83:    Vitality  of  Buried  Seeds. 

18.  Bulletin  No.  152 :     Loose  Smuts  of  Barley  and  WTieat. 

19.  Bulletin  No.  256 :     Heredity  and  Cotton  Breeding. 

20.  Bulletin  No.  257:     Weed  Factor  in  Cultivation  of  Corn. 

21.  Bulletin   No.    283:      Cereal   Experiment   in  Texas   Pan- 

handle. 

Circulars  of  the  Bureau  of  Plant  Industry,  Washington,  D.  0. 

22.  Circular  No.  8:     Smuts  of  Sorghums. 

23.  Circular  No.   11 :     Danger  in  Judging  Cotton  Varieties 

by  Lint  Percentages. 

24.  Circular  No.  12 :     Dry  Land  Grains., 

25.  Circular  No.  14:     Change  in  Vegetation  in  South  Texas 

Prairies. 

26.  Circular  No.  30 :     Improvement  of  Oat  Crop. 

27.  Circular  No.  50 :     Three  Much  Misrepresented  Sorghums. 

Farmers'  Bulletins,  Division  of  Publications,  Washington,  D.  C. 

28.  Bulletin  No.  81 :     Corn  Culture  in  the  South. 

29.  Bulletin  No.  164 :    Rape  as  Forage  Crop. 

30.  Bulletin  No.  189 :    Information  Concerning  Mexican  Cot- 

ton Boll  Weevil. 

31.  Bulletin  No.  229:     Production  of  Good  Seed  Corn. 

32.  Bulletin  No.  246 :     Saccharine  Sorghums  for  Forage. 

33.  Bulletin    No.    250:     Prevention    of    Stinking    Smut    of 

Wheat  and  Loose  Smut  of  Oats. 

34.  Bulletin  No.  253 :    Germination  of  Seed  Corn. 


110  .    Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 


35. 
36. 
37. 

38. 
39. 

40. 

41. 

42. 
43. 
44. 
45. 

46. 

47. 
48. 
49. 

50. 
51. 
52. 

53. 
54. 
55. 
56. 

57. 
58. 
59. 
60. 
61. 
62. 

63. 
64. 
65. 
66. 
67. 
68. 
69. 
70. 
71. 
72. 
73. 

74. 

75. 


Bulletin  No.  260 :    Seed  of  Eed  Clover  and  Its  Impurities. 

Bulletin  No.  272 :    Successful  Hog  and  Seed  Corn  Farm. 

Bulletin    No.    279:      Method    of    Eradicating    Johnson 
Grass. 

Bulletin  No.  288:     Non-saccharine  Sorghums. 

Bulletin  No.  290 :     Cotton  Boll  Worm ;  Summary  of  Its 
Life  History  and  iHabits. 

Bulletin  No.  300:     Some  Important  Grasses  and  Forage 
Plants  for  Gulf  Coast  Region. 

Bulletin  No.  302:     Sea  Island  Cotton;  Its  Culture,  Im- 
provement, and  Diseases. 

Bulletin  No.  306 :    Dodder  in  Relation  to  Farm  Seeds. 

Bulletin  No.  312:    Successful  Southern  Hay  Farm. 

Bulletin  No.  313 :    Harvesting  and  Storing  Com. 

Bulletin  No.  314:     Method  of  Breeding  Early  Cotton  to 
Escape  Boll  Weevil  Damage. 

Bulletin  No.  315 :     Progress  in  Legume  Inoculation. 
Cowpeas. 

Milo  as  a  Dry  Land  Grain  Crop. 
Forage  Crops  for  Hogs  in  Kansas  and 


Bulletin  No.  318: 
Bulletin  No.  322 : 
Bulletin  No.  331 : 

Oklahoma. 
Bulletin  No.  333: 
Bulletin  No.  339 : 
Bulletin  No.  362: 

Hay. 
Bulletin  No.  382: 
Bulletin  No.  400 : 
Bulletin  No.  409 : 
Bulletin  No.  414: 
Bulletin  No.  415 : 
Bulletin  No.  417: 


Bulletin 
Bulletin 
Bulletin  No. 
Bulletin  No. 
Rural 


No.  420: 
No.  426 : 

427: 
428: 
School. 


Cotton  Wilt. 

Alfalfa. 

Conditions  Affecting  Value  of  Market 

Adulteration  of  Forage  Plant  Seeds. 
More  Profitable  Corn  Planting  Method. 
School  Lessons  on  Corn. 
Corn  Cultivation. 
Seed  Corn. 
Rice  Culture. 

Oats,  Distribution  and  Use. 
Oats;  Growing  the  Crop. 
Barley  Culture  in  Southern  States. 
Testing  Farm  Seeds  in  Home  and  in 


Bulletin  No.  431 : 
Bulletin  No.  436 : 
Bulletin  No.  441 : 
Bulletin  No.  443: 
Bulletin  No.  446 : 
Bulletin  No.  448 : 
Bulletin  No.  458 : 
Bulletin  No.  485: 


Bulletin  No.  495 : 
Bulletin  No.  500 : 


Bulletin 

Weevil 
Bulletin 

Corn. 
Bulletin  No 


Peanut. 

Winter  Oats  for  the  South. 

Lespedeza  or  Japan  Clover. 

Barley;  Growing  the  Crop. 

Choice  of  Crops  for  Alkali  Lands. 

Better  Grain  Sorghum  Crops. 

Best  Two  Sweet  Sorghums  for  Forage. 
Sweet  Clover. 

Alfalfa  Seed  Production. 

Control  of  Boll  Weevil. 
No.    501 :      Cotton    Improvement   Under   Boll 
Conditions. 
No.  507:     Smuts  of  Wheat,  Oats,  Barley,  and 


508 :    Market  Hay. 


Courses  in  AgnciiUure  for  the  Secondary  Schools  of  Texas       111 

76.  Bulletin  No.  509:     Forage  Crops  for  Cotton  Region. 

77.  Bulletin   No.    512:     Boll  Weevil  Problem  with   Special 

Reference  to  Means  of  Reducing  Damage. 

78.  Bulletin  No.  515 :    Vetches,  with  Chapter  on  Vetch  Seed 

and  Its  Adulterants. 

79.  Bulletin  No.  518 :     Winter  Barley. 

80.  Bulletin   No.   529:     Vetch  Growing  in   South   Atlantic 

States. 

81.  Bulletin  No.  537 :    How  to  Grow  an  Acre  of  Com. 


112       Courses  in  Agriculture  for  the  ^Secondary  Schools  of  Texas 


FRUIT  PRODUCTION. 

I.     Introduction. 

1.  List  of  fruits  grown  in  the  United  States. 

2.  Area  for  growing  each  species. 

3.  List  of  fruits  grown  in  Texas. 

4.  Area  of  growth  of  each. 

5.  Value  of  nation's  fruit  crop,  and  Texas  crop. 

II.     Factors  determining  fruit  growing. 

1.  Temperature. 

(1)  Classes  of  fruit  as  determined  by  temperature. 

a.  Tropical.      (List  in  Texas.) 

b.  Subtropical.      (List  in  Texas.) 

c.  Temperate.     (List  in  Texas.) 

(2)  Factors  controlling  annual   temperature. 

a.  Altitude. 

b.  Latitude. 

c.  Nearness  to  water. 

2.  Moisture. 

(1)  Soil  moisture. 

a.  Effect  of  excess. 

b.  Effect  of  deficiency. 

(2)  Atmospheric  moisture;  its  effect   on 

a.  Temperature. 

b.  Pollinization. 

c.  Development  of  fungus   diseases. 

d.  Development  of  color. 

3.  Soil. 

(1)  Preference  of  certain  fruits  for  certain  soils. 

(2)  Character  of  subsoil. 

a.  Necessity   of   pervious   subsoil. 

b.  Disadvantage  of  extremely  rich  subsoil. 

4.     Insect  enemies  and  fungus  diseases.      (See  page  139.) 
^  (1)      List  of  most  common  insect  enemies  of  fruit. 

(2)  List  of  most  common  fungus  diseases  of  fruit. 

(3)  Methods  of  control. 

III.     Factors  to  be  considered  in  locating  a  commercial  fruit  farm. 
1.     Market. 

(1)     Local. 

a.  Must  be  large  enough  to  consume  product. 

b.  Necessity  of  good  roads. 

c.  Soil  should  grow  a  variety  of  fruits. 

d.  Should     be     able     to     ripen     varieties     all 

through  the  summer  season. 

e.  Labor  problem. 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas       113 

(2)     Wholesale. 

a.  Transportation, — railroad   facilities. 

b.  Soil  adapted  to  special  fruits. 

c.  Labor  problem. 

2.  Soil. 

(1)  Kind  of  fruit  to  be  grown. 

(2)  Character  of  the  subsoil. 

(3)  Drainage. 

3.  Orchard  site. 

(1)  Elevation. 

a.  Land  drainage. 

b.  Air  drainage. 

(2)  Exposure:    depends  on. 

a.  Local  conditions. 

b.  Kind  of  fruit  to  be  grown. 

lY.     Factors  to  be  considered  in  locating  the  home  orchard. 

1.  Conveiiience  to  farm  house. 

2.  Character  of  the  soil  and  subsoil. 

3.  Exposure. 

4.  Elevation. 

V.     Preparation  of  soil  for  planting. 

1.  Grow  clean  culture  crops  one  or  two  years  before  planting. 

2.  Loosen  soil  deeply,  sixteen  to  twenty  inches. 

3.  Make  cultivation  clean  and  thorough. 

VI.  Laying  out  the  orchard. 

1.  Methods  of  laying  out. 

(1)  Laying  out  with  plow. 

(2)  Line  methods. 

(3)  Staking  methods. 

2.  Orchard  plans. 

(1)  The  hexagonal  plan. 

(2)  The  alternate  plan. 

(3)  The  Olden  plan. 

(4)  The  Parker  plan. 

(5)  The  Hale  system. 

3.  Double  planting. 

(1)  Advantages  and  disadvantages. 

(2)  Dangers  of  double  planting.  i 

VII.  Selecting  young  trees  for  planting. 

1.  Age  to  plant :   depends  on 

(1)  Variety  of  fruit. 

(2)  Cost  of  plants. 

(3)  Use  to  be  made  of  fruit. 

(4)  Skill  of  orchardist 'in  handling  young  trees. 

2.  Reason  for  use  of  young  trees. 

(1)  Young  trees  suffer  but  little  shock  in  transplant- 

ing. 

(2)  Older  trees  are  liable  to  be  culls. 


114       Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 

3.  Select  well  shaped^  clean,  healthy  trees,  free  from  injury 

or  disease  with  abundant  root  system  and  three  to  five 
well  distributed  branches  headed  out  at  proper  height 
from  ground. 

4.  Providing  for  cross  pollination. ' 

VIII.     Planting. 

1.  Digging  the  holes. 

(1)  Size  and  depth  necessary. 

(2)  Digging  with  dynamite. 

2.  Eoot  pruning. 

3.  Depth  of  planting. 

4.  Effect  of  placing  manure  or  fertilizers  in  the  hole. 

5.  Use  of  planting  board. 

6.  Slanting  trees  in  regions  of  strong  prevailing  winds. 

IX.     Care  of  the  young  orchard. 

1.  Pruning  the  young  trees. 

(1)  Pruning  the  one-year-old  tree  for  head  at  proper 

height. 

(2)  Pruning  trees  up  to  bearing  age. 

2.  Necessity  of  spraying. 

3.  Cultivation. 

(1)  Cropping  the  young  orchard. 

a.  Advantages. 

b.  Disadvantages. 

(2)  G-rowing  small  fruits  between  the  trees. 

(3)  Clean  cultivation  without  a  crop. 

(4)  Use  of  cover  crop  to  mature  trees  early. 

X.     Care  of  bearing  orchard. 

1.     Orchard  soil  management. 

(1)  Orchard  cropping. 

a.  Crops  that  do  the  least  damage. 

b.  Crops  that  are  especially  injurious. 

(2)  Sod  mulch  system. 

a.  Advantages. 

(a)     Has  tendency  to  mature  fruit  earlier. 
'   (b)     Tends  to  heighten  color, 
(c)     Reduces  fire  blight. 
'  (d)      Prevents  washing. 

b.  Disadvantages. 

(a)  Brings  roots  near  surface,  subject- 

ing them  to  heat  and  cold. 

(b)  Harbor  for  diseases  and  rodents. 

(c)  Reduces  soil  moisture. 

(d)  Fruit  is  smaller. 

(e)  Growth  of  tree  is  less. 

(f)  Danger  of  fire. 

c.  Where  practiced. 


Courses  in  Agriculiiire  for  the  Secondary  Schools  of  Te<cas       115- 

d.  Climatic   conditions   necessary   to   make   it 

succeed. 

e.  General  care  of  orchard  under  sod  mulch: 

system. 

(3)  Clean  culture  with  a  cover  crop. 

a.  Time  to  begin  cultivating. 

b.  Frequency  of  cultivation:    depends  on. 

(a)  Kind  of  soil. 

(b)  Amount  of  rainfall. 

c.  Depth  of  cultivation. 

d.  Time  to  sow  the  cover  crop. 

e.  Kind  of  cover  to  sow. 

f.  Purpose  of  cover  crop. 

(4)  Clean  culture  without  a  cover  crop. 

2.  Orchard  fertilization. 

(1)  Purpose  of  fertilizing. 

(2)  Time  to  fertilize. 

( 3 )  Kind  of  fertilizer  to  apply. 

(4)  Results  of  experiments  on  orchard  fertilization., 

3.  Pruning. 

(1)  Purposes  of  pruning. 

a.  Welfare  of  the  plant  itself. 

b.  Increases  size  and  vigor  of  tree. 

c.  Increases  amount,  size,  and  quality  of  fruit. 

d.  Eemoves    worthless    branches     and    water 

sprouts. 

e.  Changes  plant  from  wood  to  fruit-bearing 

habits. 

f.  To  keep  heads  of  trees  open, 

g.  To  shape  the  trees   and   facilitate  orchard 

operations. 

(2)  Time  to  prune:    determined  in  part  by 

a.  Purpose  of  pruning. 

b.  Climatic  conditions. 

(3)  Factors  influencing  the  healing  of  wounds. 

a.  General  vigor  of  plant. 

b.  Method  of  making  cuts. 

c.  Climatic  conditions. 

d.  Season  at  which  the  cut  is  made. 

e.  Place  of  making  the  cut. 

f.  Size  of  cut. 

g.  Care  of  the  wound. 

(4)  Methods  of  pruning. 

(5)  Tools  for  pruning. 

4.  Spraying. 

(1)  Purposes  of  spraying. 

a.  To  control  insect  pests. 

b.  To  control  fungus  diseases. 

(2)  Sprays  used  as  fungicides. 


116       Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 

(3)  Sprays  used  avS  insecticides. 

a.  Sprays  for  sucking  insects. 

b.  Sprays  for  biting  insects. 

(4)  Combined  spray  for  fungus  and  insect  pests. 

(5)  Time  to  spray. 

(6)  Number  of  applications. 

(7)  Formulae  for  mixing  sprays. 

(8)  Spraying  machinery. 

5.     Protection  from  frosts  and  freezes. 

(1)  Smudges. 

(2)  Orchard  heating. 

a.  Kind  of  heater. 

b.  Kind  of  fuel  to  use. 

c.  Size  of  heater,  number  to  use  per  acre* 

d.  Operating  heaters. 

e.  Cost  per  acre  per  night. 

f.  N'ecessity   for   understanding   weather   con- 

ditions.    Frost  alarms. 

g.  Temperatures  at  which  different  fruits  are 

injured  by  frost. 

(3)  Covering   trees   with   tents   and   burning   lantern 

or  stove  under  tent. 

(4)  Straw    mulches    and    other    coverings    for    small 

fruits. 

XL     Eenovating  old  orchards. 

1.  Factors  determining  the  advisability  of  renovating: 

(1)  Age  and  vigor  of  trees. 

(2)  Varieties  of  fruit  grown  and  quality. 

(3)  Site. 

(4)  Size  of  the  orchard. 

2.  Methods  of  renovating. 

( 1 )  Pruning. 

•     (2)  Grafting. 

(.3)  Cultivation. 

(4)  Fertilizing. 

(5)  Spraying. 

XXL     Harvesting  and  marketing. 

1.  Time  to  pick:    depends  on 

(1)  Kind  of  fruit. 

(2)  Distance  from  market. 

(3)  Kind  of  market. 

(4)  Use  to  be  made  of  fruit. 

2.  How  to  gather  fruit. 

(1)  Necessity  of  hand  picking. 

(2)  Use  of  ladders  in  picking  tree  fruits. 

(3)  Use  of  baskets  instead  of  bags  for  tree  fruits. 

(4)  Picking  baskets  and  boxes  for  small  fruits. 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas       IIT 

3.  Fruit  packages  and  fruit  packing. 

(1)      Requisites  of  good  packing. 

a.  Must  ship  well. 

b.  Must  be  attractive. 

c.  Should  be  uniform  in  size. 

(3)     Fundamental  principles  of  fruit  packing. 

(3)  Packing  equipment. 

(4)  Packing  house. 

(5)  Methods  of  packing. 

4.  Houses  for  storing  fruit. 

5.  Marketing. 

( 1 )  Precooling. 

(2)  Refrigerator  cars  for  shipping. 

(3)  Marketing  associations. 

(4)  Commission  merchants. 

(5)  Market  prices  and  cost  of  marketing. 

XIII.     Abbreviated  inventory  of  fruits. 

1.  Pome  fruits:   apples,  pears,  quinces. 

2.  Stone  fruits :    plums,  cherries,  peaches,  nectarines,  apri- 

cots. 

3.  Citrus    fruits :     oranges,    tangerines,    satsumas,    lemons, 

limes,  grape  fruits. 

4.  Bush  fruits :    raspberry,  blackberry,  gooseberry,  dewberry, 

currant. 

5.  Vine  fruits :   grapes. 

6.  Strawberries. 

7.  Nut  -fruits:     walnut,    butternut,    chestnut,   hickory   nut, 

filbert,  almond,  pecan,  pistacio. 

8.  Figs. 

9.  Persimmons. 

XIY.     Brief  outline  for  the  study  of  each  sub-class  listed.    • 

1.  Region  of  growth  in  the  United  States. 

3.  Area  adapted  to  growth  in  Texas. 

3.  Average  annual  production  in  Texas. 

4.  Varieties  adapted  to  Texas  conditions. 

5.  Soils  best  suited  to  growth. 

6.  Exposure  most  desirable. 

7.  Methods  of  propagating. 

8.  Production  of  new  varieties. 

9.  Habit  of  growth  . 

10.  Preparation  of  land  for  planting. 

11.  Laying  out  for  planting. 
13.     Distance  apart  to  plant. 

13.  Age  of  plants  to  use. 

14.  Cultivation. 

15.  Protecting  from  rodents. 

16.  Pruning  and  training. 

17.  Insect  pests  and  fungus  diseases  of  both  fruit  and  tree. 

18.  Spraying. 


118       Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 

19.  Protection  from  frost. 

20.  Picking,  packing,  and  marketing. 

21.  Utilization. 

(Stress  fruits  of  local  interest  aiKl  pass  over  briefly,  or  omit,  others 
according  to  time  available.) 

PRACTICE    WORK    IN    FRUIT   PRODUCTION. 

1.  Grafting.     Procure  roots  and  cions  for  root  grafting.     It  is  best 

to  grow  the  root  stocks  on  the  school  garden  and  have  the  stu- 
dents care  for  them.  The  cions  may  be  taken  from  any  good 
fruit  tree  in  the  neighborhood  and  kept  in  good  condition  until 
time  for  use.  Make  a  number  of  whip  grafts,  veneer  grafts,  etc. 
Wrap  with  waxed  cloth,  paper,  or  twine  and  pack  away  in  moist 
sand  or  moist  sawdust  until  planting  time. 

2.  Grafting.     Do  some  work  in  the  laboratory  in  side-  and  cleft-graft- 

ing. After  learning  the  fundamentals  of  both  and  after  enough 
work  has  been  done  to  make  the  students  fairly  proficient,  take 
them  to  a  pecan  or  apple  tree  that  needs  top  working  and  have 
them  make  a  number  of  cleft-grafts  on  desirable  limbs.  Also 
have  them  make  some  side-grafts  on  young  pecan  or  apple 
seedlings. 

3.  Preparation  of  grafting  wax.     A  grade  of  wax  that  will  answer 

all  purposes  may  be  made  by  melting  together  four  ounces  of 
rosin,  two  ounces  of  beeswax,  and  one  ounce  of  tallow.  When 
melted,  pour  into  a  pail  of  cold  water,  let  it  stand  until  it  can 
be  handled,  and  then  pull  until  it  becomes  light  in  color  and 
pliable.     Make  into  balls  and  store  for  use. 

4.  Preparing  waxed   string.     Put  a  ball  of  No.   18  knitting  cotton 

into  a  kettle  of  melted  wax.  Turn  it  frequently  until  it  is  thor- 
oughly saturated.  This  should  require  about  five  minutes.  Ee- 
move  the  ball,  dry  it  and  store  away  for  future  use. 

5.  Preparing   waxed   cloth.     Take   some   thin   muslin   or  old   calico, 

roll  on  a  stick,  and  dip  it  in  melted  wax.  When  thoroughly 
saturated  allow  it  to  cool  by  unrolling  on  a  board  or  bench. 
Cut  into  strips  of  suitable  width  and  length  and  save  for  use. 

6.  Planting.     Plant  the  grafts  prepared  in  exercise  1  and  keep  record 

of  the  number  of  whip-grafts  that  live,  the  number  of  veneer- 
grafts  that  live,  etc.  Compare  the  efficiency  of  the  systems. 
'7.  Cutting.  Take  cuttings  from  the  ripened  wood  of  the  grape, 
blackberry,  dewberry,  and  fig.  These  should  be  made  from  six 
to  ten  inches  long  with  a  bud  close  to  the  lower  end  and  another 
about  one-half  inch  or  one  inch  from  the  top.  The  number  of 
buds  on  the  cutting  will  range  from  three  on  the  grape  to  as 
many  as  sixteen  or  eighteen  on  the  currant.  These  may  be 
planted  when  taken  but  it  is  better  to  bundle  them  and  store 
them  away  in  moist  sand  in  a  cool  cellar  or  bury  them  in  the 
earth  until  planting  time,  when  they  should  be  planted  in  a 
trench  dug  for  that  purpose  and  not  stuck  in  the  earth. 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas       Hi) 

S.  Layering.  Grapes,  raspberries,  dewberries,  currants  and  goose- 
berries are  frequently  propagated  by  layering.  Have  the  stu- 
dents propagate 

1.  A  choice  variety  of  grape  in  the  neighborhood  by  digging 

a  trench  near  the  vine,  bending  a  cane  down  to  the  ground 
and  burying  it  in  the  trench  two  or  three  inches  deep, 
leaving  the  tip  of  the  cane  exposed. 

2.  Dewberries  by  tip  layering. 

9.  Budding.  Use  willows  or  any  other  tree  plant  on  which  the  bark 
slips  readily  for  exercises  in  shield  and  ring-budding.  After 
the  class  has  learned  to  do  a  neat,  clean  piece  ?f  budding  and 
do  it  fairly  rapidly,  take  them  out  to  the  school  farm  and  let 
them  bud  some  peach  and  pecan  seedlings.  Also  give  them  a 
lesson  in  top-budding  pecan  trees. 

10.  Exercise  in  laying  out  fruit  farm  or  orchard.     Using  any  of  the 

methods  commonly  used  for  laying  out  the  fruit  farm,  plan  an 
orchard  on  the  school  farm  and  stake  it  out  accurately.  Make 
the  exercise  such  that  each  student  gets  practice  in  laying  out 
the  fruit  farm.  Do  not  accept  the  work  until  it  is  done  ac- 
curately. 

11.  Planting.     This  exercise  should  consist  in  digging  holes  with  a 

shovel;  digging  with  dynamite;  the  use  of  the  planting  board, 
and  planting  the  trees.  The  students  should  not  be  allowed  to 
handle  the  dynamite  at  all.  The  teacher  should  give  the  demon- 
stration but  should  not  assume  the  responsibility  of  having  the 
students  handle  it. 

12.  Pruning  and  training.     After  giving  the  class-room  work  in  prun- 

ing and  training,  have  the  students  do  some  work  in  root  prun- 
ing of  young  stock  for  transplanting;  pruning  of  young  treesj 
pruning  of  bush  fruits;  and  pruning  and  training  grapes.  If 
material  for  this  is  not  available  on  the  school  farm,  go  into 
the  orchards  and  vineyards  in  the  community  and  do  some  com- 
munity work. 

13.  Preparation  of  sprays.     Prepare  arsenate  of  lead,  Bordeaux  mix- 

ture, lime  sulphur,  and  Paris  green  sprays  according  to  direc- 
tions found  in  the  new  series,  bulletin  No.  9,  prepared  by  the 
State  Department  of  Agriculture  at  Austin. 

14.  Spraying.     Buy  a  barrel  spray  pump  and  spray  all  fruits  grown 

on  the  school  farm.  Be  sure  that  the  children  do  this  work 
intelligently.  They  should  know  exactly  what  they  are  spray- 
ing for,  and  should  have  a  spray  calendar  telling  them  when  to 
spray.  Have  students  keep  a  complete  recoi*d  of  all  work.  It 
is  a  good  policy  to  leave  a  few  trees  in  the  orchard  unsprayed 
and  compare  the  amount  and  quality  of  fruit  grown  on  the 
unsprayed  and  the  sprayed  tree. 

15.  Picking  and  packing.     If  any  fruit  ripens  in  the  community  dur- 

ing this  course,  observe  the  methods  of  picking  and  packing  for 
market.  If  this  is  not  feasible,  visit  wholesale  or  retail  houses 
and  observe  there  the  methods  of  packing  for  local  market  and 


120       Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 

packing  for  shipping.  As  soon  as  fruit  can  be  grown  on  the 
school  farm,  have  the  students  gather  and  prepare  it  for  market 
in  the  neatest  and  most  attractive  manner  they  can  devise. 

16.  Diseases   and   insect  enemies   of   fruits.     Procure  as  man}^  speci- 

mens of  diseased  and  faulty  fruits  as  possible  from  the  homes 
of  the  students  and  from  the  local  markets.  Study  the  cause 
of  each  and  methods  of  control. 

17.  Bring  into  the  laboratory   as  many   different  varieties  of  apples, 

pears,  peaches,  grapes,  strawberries,  etc.,  as  may  be  obtained, 
and  have  students  identify  and  compare  the  different  varieties 
of  each.*  Let  them  study  a  few  varieties  according  to  the  out- 
lines found  in  Waugh's  "Systematic  Pomology"  and  elsewhere 
.  and  then  judge  them,  giving  first,  second  and  third  places  on 
the  first,  second  and  third  varieties  respectively.  If  time  will 
permit  they  may  be  allowed  to  place  the  samples  in  the  variety 
also. 

REFERENCE   MATERIAL  IN    FRUIT   PRODUCTION. 

I.     Minimum. 

1.  Bailey:     Nursery  Book   (Macmillan  Co.,  Dallas),  $1.50. 

2.  Bailey:     Pruning  Book   (Macmillan  Co.,  Dallas),  $1.50. 

3.  Card:     Bush  Fruits   (Macmillan  Co.,  Dallas),  $1.50. 

4.  Lodeman.      The    Spraving    of    Plants    (Macmillan    Co., 

Dallas),  $1.25.      * 

5.  Paddock  &  Whipple :     Fruit  Growing  in  Arid   Regions 

(Macmillan  Co.,  Dallas),  $1.50. 

6.  Waugh:     American   Apple  Orchard    (Orange  Judd   Co., 

New  York),  $1.00. 

II.     Other  books  desirable. 

1.  Bailey:     Principles   of  Fruit   Growing    (Macmillan   Co., 

Dallas),  $1.50. 

2.  Bailey:      Cyclopedia    of    Horticulture     (Macmillan    Co., 

Dallas),  in  press. 

3.  Duggar:     Fungous  Diseases  of  Plants  (Ginn  &  Co.,  Dal- 

las), $2.00. 

4.  Fuller:     Grape  Culturist  (Orange  Judd  Co.,  New  York), 

$1.50. 

5.  Fuller:     Nut  Culturist   (Orange  Judd  Co.,  New  York), 

$1.50. 

6.  Green:     Popular  Fruit  Growing   (Webb  Publishing  Co., 

St.-  Paul),  $1.00. 

7.  Hume:     Citrus  Fruits  and  Their  Culture  (Orange  Judd 

Co.,  New  York),  $2.50. 

8.  Kains:     Making   Horticulture   Pay    (Orange   Judd   Co., 

New  York),  $1.50. 

9.  Munson:       Foundation     of     American     Grape     Culture 

(Orange  Judd  Co.,  New  York),  $3.00. 
10.     Thomas:     American  Fruit  Culturist   (Orange  Judd  Co., 
New  York),  $2.50. 


Courses  in  Agnculture  for  the  Secondary  Schools  of  Texas       121 

11.  Waugh:      American   Peaeli    Orchard    (Orange  Judd  Co., 

Xew  York),  $1.00. 

12.  Waugh:     Fruit  Harvesting,  Marketing,  Storing  (Orange 

Judd  Co.,  New  York),  $1.00. 

13.  Waugh:     Plums  and  Plum  Culture   (Orange  Judd  Co., 

New  York),  $1.50. 

III.     Bulletins  and   other  publications. 

1.  Bulletin  No.   113:     Spray  Calendar   (Texas  Experiment 

Station,  College  Station,  Texas). 

2.  Bulletin  No.   124:     The  Pecan  Case  Borer    (Texas  Ex- 

periment Station,  College  Station,  Texas). 

3.  Bulletin  No.  148 :     Eeport  on  Experiments  with  Citrus 

Fruits  at  the  Beeville  Sub-station   (Texas  Experiment 
Station,   College   Station). 

4.  Bulletin  No.  3    (New  Series)  :     Citrus  Fruits  in  Texas 

(State  Dept.  of  Agriculture,  Austin). 

5.  Bulletin   No.    19 :      The    Pecan    and   Hickory   in   Texas 

(State  Dept.  of  Agriculture,  Austin). 

6.  Bulletin  No.  118:     How  to  Control  San  Jose  Scale  and 

and  Other  Orchard  Pests  (Purdue  Experiment  Station, 
Lafayette,  Ind.). 

7.  Bulletin   No.    262:      Suggestions   on   Planting   Orchards 

(Michigan  Experiment  Station,  East  Lansing). 

8.  Bulletin   No.   232:      Spray   Calendar    (Ohio  Experiment 

Station,  Wooster). 

9.  Bulletin  No.   55:     Pruning  Peach  Trees   (Missouri  Ex- 

periment  Station,  Columbia,  Mo.). 

10.  Bulletin   No.    30:     Budding   Pecans    (Bureau   of   Plant 

Industry,  Washington). 

11.  Bulletin   No.   251:     Pecan    (Bureau  of  Plant   Industry, 

Washington,  D.  C). 

12.  Circular   No.   35 1      Protecting   Orchards  Against  Frosts 

and  Freezes  (Missouri  Experiment  Station,  Columbia). 

13.  Circular  No.   31 :     Hardiness  of  Peach  Buds,  Blossoms, 

and   Young   Fruit   as   Influenced  by   the   Care   of   the 
Orchard   (Missouri  Experiment  Station,  Columbia). 

14.  Circular  No.   17:     The  Farmer's  Orchard   (Purdue  Ex- 

periment  Station,  Lafayette,  Ind.). 

Farmers'  Bulletins,  Division  of  Publications,  Washington,  D.  C. : 

15.  Bulletin  No.  17:     Peach  Yellows  and  Peach  Rosette. 

16.  Bulletin  No.  104:     Notes  on  Frosts. 

17.  Bulletin  No.  113:     The  Apple  and  How  to  Grow  It. 

18.  Bulletin  No.  118:     Grape  Growing  in  the  South. 

19.  Bulletin  No.  154:    Home  Fruit  Garden,  Preparation  and 

Care. 

20.  Bulletin   No.    172:      Scale  Insects  and  Mites  on  Citrus 

Trees. 

21.  Bulletin  No.  181:     Pruning. 

22.  Bulletin  No.  198:     Strawberries. 


122       Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 

23.  Bulletin  m.  213 :     Easpberries. 

24.  Bulletin   Xo.   238:     Citrus  Fruit  Growing  in  the  Gulf 

States. 

25.  Bulletin  No.   243:     Fungicides  and  Their  Use  in   Pre- 

venting Diseases  of  Fruits. 

26.  Bulletin  ISTo.  283 :     Spraying  for  Apple  Diseases  and  Cod- 

ling Moth  in  the  Ozarks. 

27.  Bulletin    No.    284:     Insect    and    Fungous    Enemies    of 

Grape  East  of  Eocky  Mountains. 

28.  Bulletin  No.  293:     Use  of  Fruit  as  Food. 

29.  Bulletin    No.    471:      Grape    Propagation,    Pruning    and 

Training. 

30.  Bulletin  No.  .538:     Sites,  Soils,  and  Varieties  for  Citrus 

Groves  in  Gulf  States. 


Courses  in  Agriculture  for  tlie  Secondary  Schools  of  Texas       W^ 


FARM  MECHANICS,  FARM  MANAGEMENT,  AND  HOME 

GROUNDS. 
A.     Farm  mechanics. 

I.     Farm  machinery. 

1.  Introduction. 

Evolution  of  farm  machinery;  effect  upon  price  of 
labor  and  of  product;  effect  upon  occupation  of 
farming;  demand  for  skilled  labor;  effect  upon 
length  of  working  day ;  effect  upon  labor  of  women ; 
effect  upon  quality  of  product. 

2.  Definitions  and  principles  of  mechanics. 

Force;  work;  foot-pound  and  horse-power;  power; 
machine;  lever;  inclined  plane;  screw;  pulley. 

3.  Transmission  of  power. 

Belting:  leather,  rubber,  canvas,  chain;  gearing: 
rope,  cable. 

4.  Classification  of  farm  machinery. 

(1)     Tillage  machinery. 

a.  Plows:    walking;   sulky;   gang;   jointer; 

hillside;   subsoil;  disk. 

b.  Harrows:      smoothing    harrows;    spring 

tooth;  curved  knife-toothed;  disk, — • 
full   disk,   cutaway,  spading,   orchard. 

c.  Rollers  :    log ;   smooth   iron ;   corrugated ; 

sub-surface  packer. 

d.  Flanker. 

e.  Cultivators:      walking, — tongue,    tongue- 

less;  riding, — single  row,  double  row; 
shovel,  disk,  surface;  one-horse,  two- 
horse,  threcrhorse,  etc. 

f.  Planting  and  seeding  machinery. 

(a)  Seeders:     hand   seeders;   wheel- 

barrow; end  gate;  wheeled 
broadcast,  etc. 

(b)  Drills:    hoe;   shoe;   single-disk: 

double-disk;  press  drill;  one- 
horse  drill,  etc. 

(c)  Planters:    cotton,  corn,  potatoes, 

etc.;  drill  and  check;  one-row 
and  two-row;  hand  planters 
and  horse  planters;  listers. 

g.  Harvesting    machinery:     mowers;    grain 

binders;  corn  binders;  cotton  pickers; 
loaders;    tedders;    hay    forks;    baling 
presses;  potato  diggers,  etc. 
h.     Power     machinery:      windmills;     tread 
mills;  jack  screws;   windlass:   sweep; 


124       Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 

block  and  tackle;  water  wheel;  water 
ram;  oil  engines;  steam  engines,  etc. 
i.  Other  machinery:  threshing  machines: 
sprayers;  fans;  feed  grinders;  silage 
cntters ;  manure  spreaders ;  pumps,  etc. 
5.     Genera]  outline  for  study  of  more  important  machines. 

(1)  Evolution. 

(2)  Construction. 

(3)  Function  and  efficiency. 

(4)  Operation  and  adjustment. 

(5)  Adaptability  to  farm  conditions. 

(6)  Care. 

(7)  Cost. 

If.     Drainage. 

1.  Lands  requiring  drainage. 

Lands  containing  basins;  ^^seepy"  lands;  flat  lands 
underlaid  with  impervious  layer;  lands  subject  to 
overflow;  rice  lands,  etc. 

2.  Effect  of  drainage  on 

Soil  texture;  temperature;  amount  of  air;  depth  of 
roots;  drouth  resistance;  surface  wash,  etc. 

3.  Kinds  of  drainage. 

(1)  Open   ditches:    advantages   and   disadvantages. 

(2)  Underdrains:    advantages  and  disadvantages. 

4.  Tile  drainage. 

(1)  Preliminary     survey:      importance;     methods, 

maps. 

(2)  Laying  out  the  drainage  system:    direction  of 

drains;    depth;    distance    apart;    system    of 
lines;  staking  out  drains. 

(3)  Leveling  and  grading  tile  drains :   taking  levels ; 

establishing    the    grade ;    figuring    the    cuts. 

(4)  Laying  the  tile:    digging  the  ditch  to  grade; 

placing  the  tiles;  filling  the  ditch. 

(5)  Cost:    tiling;  digging;  laying;  filling. 

HI.     Farm  buildings. 

1.  Location,  factors  influencing:    convenience;  soil  condi- 

tions; water  supply;  drainage,  etc. 

2.  Materials  of  construction :   wood,  brick,  stone,  concrete, 

etc. 

3.  Plans  for  buildings,  cost,  etc. 

Farm  house;  barn;  dairy  barn;  poultry  house;  hog 
houses;  silo;  implement  house;  shop,  etc. 

IV.     Farm  terracing.     (Civil  Engineering  Bulletin  'No.  2,  A.  and 
M.  College  of  Texas.) 

1.  Importance   of  terracing:    prevents  erosion;   conserva- 

tion of  rainfall. 

2.  Methods  of  terracing. 

(1)      Guide  row  terraces. 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas*      12^) 

(2)  Level  bench  terraces. 

(3)  Mangham  terraces. 

V.     Eepair  of  farm  equipment. 

Harness;  belting;  binder  canvas;  woodwork,  etc. 

VI.     Use  of  concrete  on  the  farm. 

1.  Cement:    nature  and  manufacture. 

2.  Making  of  concrete. 

Amounts  of  cement,  gravel,  sand;  mixing;  handling. 

3.  Forms  for  concrete. 

Building;  filling;  reinforcing. 

4.  Uses  of  concrete. 

Walks;   troughs;   posts;   steps;    floors;   foundations; 
silos,  etc. 

5.  Efficiency,  permanence,  and  cost. 

VII.     Eope  work. 

Knots;  splices;  halters,  etc. 

B.     Farm  management. 

I.     Introduction. 

Primitive  agriculture;  British  agriculture;  American  agri- 
culture; changep.  in  types  of  farming  and  development 
markets;  need  of  organization. 

II.     Definition. 

Farm  management;  capital;  inventory;  farm  receipts; 
farm  expenditures;  farm  income;  labor  income. 

III.     Business  side  of  farming. 

1.  Farming  as  a  business. 

Complex  problems;  need   for  broad  scientific  train- 
ing; need  for  business  principles. 

2.  Farm  accounting. 

(1)  Inventory:    object,  how  and  when  to  take. 

(2)  Accounts. 

a.  Accounts  with  persons  or  firms:    object, 

method  of  keeping. 

b.  Accounts   with   crops,   animals,   etc. :   ob- 

ject of  cost  accounts ;  items  with  which 
crops  must  be  charged  and  credited; 
items  with  which  animals  must  be 
charged  and  credited. 

c.  Interpretation   of   results. 

(3)  Distribution  of  labor  cost:    horse;  man. 

(4)  Business  statement. 

3.  Factors  of  production. 

(1)     Capital. 

Fixed  or  circulating;  relation  of  capital  fo 
profit;   proportion   in  real  estate;  propor- 


126       Courses  in  AgricuUure  for  the  Secondary  Schools  of  Texas 

tion  in  machinery;  proportion  in  live 
stock;  cost  of  motive  power;  relation  of 
capital  to  type  of  farming;  ways  of  secur- 
ing capital;  demand  for  greater  capital 
than  formerly;  ways  of  starting  with  small 
capital. 

(2)  Land. 

a.  Nature  of  soil:    soil  type,  fertility,  con- 

tour, drainage,  etc. 

b.  Proportion  of  waste  land. 
e.     Land  tenure. 

(a)  Ownership:       advantages      and 

risks. 

(b)  Land  rental:    cash,  share,  spec- 

ified rent  and  cropping  sys- 
tem; advantages  and  disad- 
vantages. 

(3)  Labor. 

a.  Cost  of  labor. 

(a)  Man  labor:   why  labor  is  scarce; 

cost  per  day,  month,  year; 
profit  sharing;  improved  ma- 
chinery versus  farm  lal)or. 

(b)  Horse  labor. 

Cost  per  day;  ways  of  saving^ 
cost  of  horse  labor;  amount 
a  horse  should  do. 

(c)  Power:    fuel,  labor,   etc. 

b.  Direction   of   labor:     by  employee,   fore- 

man, superintendent. 

c.  Method  of  caring  for  farm  labor:    shel- 

ter, board,  etc. 

IV.     Types  of  farming  classified. 

1.  As  to  maintenance  of  fertility:    exploitive,  etc. 

2.  As  to  extent  and  method:    intensive  and  extensive. 

3.  As  to  diversity  of  crops:    single  crop  farming,  domi- 

nant crop  farming,  diversified  farming. 

4.  As  to  source  of  income :   grain  farming,  truck  farming,. 

fruit  farming,  poultry  farming,  etc. 

V.     Comparison  of  systems  of  farming. 

1.  Types  to  be   studied:    grain  farming,   dairy   farming, 

live  stock  farming,  cotton  farming,  mixed  farming,, 
etc; 

2.  General  outline  for  study  of  each. 

(1)  Influence  of -climate,  soil  and  topography. 

(2)  Influence  of  supply  and  market  demand. 

(3)  Influence   of   transportation   facilities. 

(4)  Influence  of  land  values. 

(o)     Influence  of  amount  of  capital. 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas       127 

(6)  Influence  of  supply  of  labor. 

(7)  Influence  of  repressive  agencies:   weeds,  insects, 

diseases,  etc. 

(8)  Influence  of  types  of  farming  in  neighborhood- 

(9)  Influence  of  personal  factor. 

VI.     Choosing  a  farm :    factors  influencing. 
1.     Location. 

(1)  Surroundings. 

Healthf ulness ;  climate;  neighbors;  markets; 
schools;  churches;  social  centers;  maal  de- 
livery; telephone,  etc. 

(2)  Character  of  the  farm. 

a.  Xature  of  the  soil.  • 

Soil  type,  fertility,  drainage. 

b.  Proportion   of  waste  land. 

c.  Improvements : 

(a)  Kinds:      houses,     barns,     silos, 

fences,  etc. 

(b)  Condition  and  value. 

(c)  Location  and  arrangement. 
.    d.     Water  supply. 

e.  Orchards,  pastures,  woodland,  etc. 

f.  Size  of  the  farm. 

YII.     Planning  the  farm. 

Need  for  planning;  location  of  farmstead;  access  to  fields, 
number  of  fields;  replanning  a  farm  for  profit, — original 
plan,  transitional  plan,  permanent  plan;  crop  ledger 
plan ;  past  treatment. 

YIII.     Crops  and  crop  rotation. 

1.  Reasons  for  crop  rotation. 

(1)  Helps  to  control  weeds,  insects,  diseases,  etc. 

(2)  Gives  opportunity  to  add  humus. 

(3)  Makes  opportunity  for  legumes. 

(4)  May  save  labor. 

(5)  May  keep  land  occupied  longer. 

(6)  Allows  alternation  of  deep  and  shallow  feeding 

crops. 

(7)  Provides  for  balanced  removal  of  plant  food. 

(8)  Systematizes  farming. 

2.  Characteristics  of  a  good  cropping  system. 

(1)  Area  of  each  crop  should  be  nearly  the  same 

each  year. 

(2)  Should  provide  roughage  and  pasture. 

(3)  Should  include  at  least  one  tilled  crop  to  kill 

weeds. 

(4)  Should  include  a  sod. 

(5)  Should  maintain  humus  content. 

(6)  Should  provide  well  for  the  cash  crop. 


128       Courses  in  Agriculture  for  the  Seaondary  Schools  of  Texas 

3.  Relation  between  crop  rotation  and  type  of  farming. 

4.  Use  of  more  than  one  rotation  on  the  farm. 

5.  Suitable  rotations  for  local  conditions. 

6.  Change  of  rotation  due  to  crop  failure. 

IX.     Farm  equipment. 

Duty   of   machinery;   cost;   depreciation;  what  machinery 
to  buy. 

X.     Marketing  farm  products. 

1.  Time  to  sell. 

:  Cost  of  holding;  shrinkage  and  depreciation;  prices 

in  different  months. 

2.  Ways  of  selling. 

lletail;  wholesale;  commission;  auction. 

3.  Preparation  of  product  for  market. 

Fitting  stock ;  preparation  of  hay,  grain,  cotton,  etc. ; 
packages  and  condition  of  fruit,  truck,  eggs,  but- 
ter, etc. 

C.     Improvement  of  home  grounds.      (See  pages  133-137.) 

PRACTICE    WORK   IN   FARM    MRCHANICS^    FARM    MANAGEMENT^   AND   HOME 

GROUNDS. 

I.     Practice  work  in  farm  mechanics. 

1.  Study  various  kinds  of  farm  machinery.     This  machinery 

may  be  found   at  the   implement   stores,   and   practice 
may  be  had  in  setting  it  up. 

2.  Visit   farms   and  list   machinery.      Observe   the   care  and 

storage.     Inquire  of  the  cost,  expenditure  for  repairs, 

etc.     Estimate  amount  invested  in  machinery. 
i  3.     In  so  far  as  it  is  practicable  observe  the  operation  of  the 

I  various  kinds  of  farm  machinery.     It  will  be  possible 

;  to  get  experience  in  operating  some  kinds. 

4.     Plan  a  tile  drainage  system  for  a  particular  field,  lay  out 

the  system,  and  establish  the  grade  ready  for  digging 
;  the  ditch.     If  time  will  permit,  finish  the  operation. 

'  5.     Observe  and  criticise  numerous  farm  buildings.     Plan  a 

'  few  buildings  and  estimate  amount  and  cost  of  material, 

etc.      (Separate  problems  may  be  assigned  to  different 

students  or  groups  of  students.) 

6.  Plan   a   system   of  terracing.     Construct  and   observe  the 

construction  of  terraces. 

7.  Repair  harness,  etc. 

8.  Practice  mixing  concrete  and  making  posts,  troughs,  etc. 

9.  Practice   knots,   splices,    etc.,   with   rope.      (Much   of   the 

practice  work  in  mechanics  can  be  done  along  with  the 
work  in  farm  management.) 
II.     Practice  work  in  farm  management. 

(Excellent  problems  and  exercises  are  given  in  Boss's   Farm 
Management.) 
III.     Practice    work    in    improvement    of   home   grounds.      (See    pages 
135-136.) 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Teccas       129 

REFERENCE    MATERIAL    IN    FARM    MECHANICS^    FARM    MANAGEMENT,    AND 

HOME    GROUNDS. 

I.     Minimuin. 

1.  Bailey:     Manual  of  Gardening   (Macmillan  Co.,  Dallas, 

Texas),  $2.00. 

2.  Carver:     Principles  of  Eural  Economics    (Ginn  &  Co., 

Dallas,  Texas),  $1.30. 

3.  Davidson:     Agricultural  Engineering    (Webb   Pub.   Co., 

St.   Paul),  $1.50. 

4.  Hunt:     How  to  Choose  a  Farm  (Macmillan  Co.,  Dallas, 

Texas),  $1.75. 

5.  Eoberts:    The  Farmstead  (Macmillan  Co.,  Dallas),  $1.50. 

6.  Warren:     Farm  Management    (Macmillan   Co.,  Dallas), 

$1.75. 

7.  Waugh:     Kemp's  Landscape  Gardening   (John  Wiley  & 

Sons,  New  York),  $1.50. 

II.     Other  books  desirable. 

1.  Allen:     Sanitation  in  the  Modern  Home  (Domestic  En- 

gineering, Chicago),  $2.00. 

2.  Bashore:     Sanitation  of  a  Country  Home   (John  Wiley 

&  Sons,  New  York),  $1.00. 

3.  Card:    Farm  Management  (Doubleday,  Page  &  Co.,  Gar- 

den City,  N.  Y.),  $2.00. 

4.  Davidson  &  Chase:     Farm  Machinery  and  Farm  Motors 

(Orange  Judd  Co.,  New  York),  $2.00. 

5.  Ekblaw:      Farm    Structures    (Macmillan    Co.,    Dallas), 

$1.75. 

6.  Elliott:     Engineering  for  Land  Drainage    (John  Wiley 

&  Sons,  New  York),  $1.50. 

7.  Elliott:     Practical  Farm  Drainage  (John  Wiley  &  Sons, 

New  York),  $1.50. 

8.  Fairchild:     Rural  Wealth  and  Welfare  (Macmillan  Co., 

Dallas),  $1.25. 

9.  French:    Farm  Drainage  (Orange  Judd  Co.,  New  York), 

$1.00. 

10.  Hays:      Farm    Development    (Orange   Judd    Co.,    New 

York),  $1.50. 

11.  Hirsheld  &  Ulbricht:     Farm  Gas  Engines   (John  Wiley 

&  Sons,  New  York),  $1.50. 

12.  Page:    Modern  Gasoline  Automobile  (Henley  &  Co.,  New 

York),  $2.50. 

13.  Page:    Modern  Gas  Tractor  (Henley  &  Co.,  New  York), 

$2.00. 

14.  Plunkett :     The  Rural  Life  Problem  of  the  United  States 

(Macmillan  Co.,  Dallas),  $1.25. 

15.  Potter:      Farm    Motors    (McGraw-Hill   Book    Co.,    New 

York),  $1.50. 

16.  Powell:     How  to  Live  in  the  Country  (Outing  Publish- 

ing Co.,  New  York),  $1.75. 


130       Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 

17.  Powell:      Co-operation   in  Agriculture    (Maemillan   Co., 

Dallas),  $1.50. 

18.  Powell:     Country  Home  (Doubleday,  Page  &  Co.,  Gar- 

den City,  N.  Y.),  $1.50. 

19.  Putnam:     Gasoline  Engine  on  the  Farm  (Henley  &  Co., 

New  York),  $1.50. 

20.  Eeed:      Modern   House   Plans  for   Everybody    (Orange 

Judd  Co.,  New  York),  $1.00. 

21.  Eichards:      House    Sanitation    (Whitcomb    &    Barrows, 

Boston),  25c. 

22.  Eichards :     The  Art  of  Eight  Living  (Whitcomb  &  Bar- 

rows, Boston),  50c. 

23.  Eoberts :    Farmers'  Business  Hand  Book  (Maemillan  Co., 

Dallas),  $1.25. 

24.  Eobertson:     The  Satisfaction  of  Country  Life   (Sturgis 

&  Walton,  New  York),  75c. 

25.  Taylor:     Agricultural  Economics    (Maemillan  Co.,  Dal- 

las), $1.25. 

26.  Stephenson:      Farm    Engines  and   How  to   Eun   Them 

(F.  J.  Drake,  Chicago),  $1.00. 

27.  Streeter:     The  Fat  of  the  Land   (Grosset,  New  York), 

75c. 

III.     Bulletins  and  other  publications. 

1.  Bulletin  No.  42:     Ornamenting  Home  Grounds   (Maine 

Experiment  Station,  Orono). 

2.  Bulletin  No.  64:     Ornamental  Plants  for  Maine  (Maine 

Experiment   Station,  Orono). 

3.  Bulletin  No.  55:     Ornamental  Planting   (Nebraska  Ex- 

periment Station,  Lincoln). 
4. '  Bulletin  No.  45 :    Catalog  of  Ferns  and  Flowering  Plants 
of    Oklahoma    (Oklahoma   Experiment   Station,    Still- 
water). 

5.  Bulletin  No.  73:     Hardy  Trees,  Shrubs  and  Vines  (Okla- 

homa Experiment  Station,  Stillwater). 

6.  Bulletin    No.    12:     Eesidential    Sewage    Disposal    Plants 

(North  Carolina  State  Board  of  Health,  Ealeigh). 

7.  Bulletin   No.   8:     Knots,   Hitches   and   Splices    (Cornell 

Beading  Course  for  Farmers,  New  Series,  Ithaca,  N.  Y.) 

8.  Bulletin  No.   123:     Farm  Drainage    (Utah  Experiment 

Station,  Logan). 

9.  Bulletin  No.  8:     The  Kentucky   Sanitary  Privy   (State 

Board  of  Health,  Bowling  Green). 

10.  Bulletin   No.    136:     Eope  and  Its   Uses   on   the   Farm 

(Minnesota  Experiment  Station,  St.  Paul). 

11.  Bulletin  No.   154:     Farm  Water  Supplies  of  Minnesota 

(Bureau  of  Plant  Industry,  Washington). 

12.  Bulletin  No.  259:    Wliat  is  Farm  Management?  (Bureau 

of  Plant  Industry,  Washington). 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Teixas       131 


13. 


14. 


15. 


16. 


17. 


18. 


Bulletin  No.  262:  Ornamental  Cacti;  Their  Culture  and 
Decorative  Value  (Bureau  of  Plant  Industry,  Wash- 
ington). 

Bulletin  No.  227:  Farm  Equipment  (Ohio  Experiment 
Station,  Worcester). 

Circular  No.  7:  Labor  Saving  Devices  for  the  Farm 
Home  (Utah  Experiment  Station,  Logan). 

Circular  No.  138:  The  Small  Home  Yard  (Hlinois  Ex- 
periment Station,  Urbana). 

Circular  No.  22:  Improvement  of  School  Grounds  (S.  C. 
Experiment  Station,  Clemson  College). 

Circular  135 :  How  to  Fix  up  the  Yard  (Illinois  Ex- 
periment Station,  Urbana). 


Farmers'  Bulletins,  U.  S.  Department  of  Agriculture,  Washington: 
19.     Bulletin  No.  62:     Marketing  Farm  Produce. 


20. 

21. 
22. 
23. 
24. 
25. 

26. 

27. 

28. 
29. 
30. 

31. 
32. 

33. 
34. 
35. 

36. 
37. 

38. 
39. 
40. 
41. 

42. 
43. 

44. 
45. 


Bulletin    No. 

Building. 
Bulletin  No.  150: 
Bulletin  No.  185: 
Bulletin  No.  242: 
Bulletin  No.  248: 
Bulletin  No.  270: 

Home. 
Bulletin  No.  272 : 
Bulletin  No.  277: 

Farm  Engines. 
Bulletin  No.  280: 
Bulletin  No.  292 : 
Bulletin  No.  299: 

tion  System. 
Bulletin  No.  303: 
Bulletin   No.    310: 


126 :      Practical  'Suggestions    for    Farm 


Farm. 
Bulletin  No.  311: 
Bulletin  No.  312: 
Bulletin   No.    321 

Eoads. 
Bulletin  No.  325: 
Bulletin  No.  326 : 

tation. 
Bulletin  No.  338: 
Bulletin  No.  347: 
Bulletin  No.  364: 
Bulletin  No.  365 : 


Clearing  New  Land. 

Beautifying  the  Home  Grounds. 

Example  of  Model  Farming. 

The  Lawn. 

Modern  Conveniences  for  the  Farm 

Successful  Hog  and  Seed-Corn  Farm. 
The  Use  of  Alcohol  and  Gasoline  in 

Profitable  Peanut  Dairy  Farm. 
Cost  of  Filling  Silos. 
Diversified  Farming  Under  Planta- 

Com  Harvesting  Machinery. 
Successful  Alabama  Diversification 

Land-Clay  and  Burnt  Clay  Eoads. 
Successful  Southern  Hay  Farm. 
Use  of   Split-Log  Drag  on   Earth 

Small  Farms  in  Corn  Belt. 
Building  up  a  Run-down  Cotton  Plan- 


Macadam  Roads. 
Repair  of  Farm  Equipment. 
Profitable  Cotton  Farm. 
Farm  Management  in  Northern  Pota- 
to Growing  Sections. 
Bulletin  No.  370:     Replanning  a  Farm  for  Profit. 

Use  of  Windmills  in  Irrigation  in 


Bulletin  No.  394 

Semi-arid  West. 

Bulletin  No.  403 : 

Bulletin  No.  432 : 


Construction  of  CoAcrete  Fence  Posts. 
How  a  City  Family  Managed  a  Farm. 


13^       Courses  in  AgncuUure  for  the  Secondary  Schools  of  Texas 


46. 

Bulletin  No. 

438: 

47. 

Bulletin  No. 

454: 

48. 

Bulletin  No. 

461: 

49. 

Bulletin  No. 

463: 

50. 

Bulletin  No. 
Jersey. 

472: 

51. 

Bulletin  No. 

474: 

52. 

Bulletin  No. 

475: 

53. 

Bulletin  No. 
Farm. 

481: 

54. 

Bulletin  No. 

511: 

55. 

Bulletin  No. 
Cotton. 

519; 

56. 

Bulletin  No. 

572: 

57. 

Bulletin  No. 

574: 

Hog  Houses. 

A  Successful  New  York  Farm. 

Use  of  Concrete  on  the  Farm. 

Sanitary  Privy. 

System  of  Farming  in  Central  New 

Use  of  Paint  on  Farm. 

Ice  Houses. 

Concrete  Construction  on  Live  Stock 

Farm  Bookkeeping. 
Example   of   Intensive   Farming  in 

System  of  Farm  Cost  Accounting. 
Poultry  House  Construction. 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas       133 


HALF-UNIT  m  LANDSCAPE  GARDENING. 

I.     Introduction. 

Definition;  purpose;  esthetic  value  of  beautiful  landscape; 
commercial  value  of  landscape  work  about  the  home  grounds ; 
need  of  improvement  of  home  grounds  on  the  farm;  effect 
of  home  surroundings  on  keeping  the  boys  and  girls  on 
the  farm. 

11.     Choice  of  homestead. 

Accessibility ;  neighborhood  environment ;  altitude ;  soil ;  drain- 
age; sanitation;  boundaries;  shelter;  view;  aspect,  ap- 
proaches. 

III.  General  plan  of  home  grounds. 

Size;  arrangement  of  yard,  garden,  barnyard,  poultry  yard, 
etc.;  location  of  walks  and  roads. 

IV.  Lawn. 

1.  Grading. 

Time;  drainage;  care  to  cover  surface  with  surface  soil 
instead  of  subsoil ;  use  of  terraces ;  undulating  sur- 
faces versus  level;  methods  of  securing  the  effect  of 
extent. 

2.  Preparation  of  seed  bed. 

Cultivation;  firming;  fertilizing. 

3.  Seeding. 

Grasses  adapted  for  lawns ;  purity  and  vitality  of  seeds ; 
methods  of  seeding  and  covering;  seeding  versus 
sodding. 

4.  Care  of  the  lawn. 

Mowing;  fertilizing;  watering;  mulching  in  winter. 

V.  Planting  the  grounds. 

1.  What  to  avoid. 

Overplanting ;  tree  belts;  over-exposure  of  grounds; 
wanton  removal  of  trees;  unsuitable  ornaments; 
eccentricities;  formality;  large  geometrical  figures; 
monotony;  needless  driveways;  mixture  of  styles. 

2.  Guiding  principles. 

(1)  Simplicity  rather  than  ostentation  and  extrava- 

gance. 

(2)  Convenience    in    arrangement    and    location    of 

greenhouse,  flower  garden,  kitchen  garden,  etc. 

( 3 )  Compactness. 

(4)  Seclusion  and  snugness. 

(5)  Unity:  secured  in 

a.  Natural  style  by:  open  lawn,  curved  lines, 
grouping  of  trees,  use  of  shrubs,  union 
of  buildings  with  grounds. 


134       Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 

b.  Architectural   style  by   proper   geometrical 

lines;  closely  shaven  lawns;  trees  in 
rows;  clipped  trees  and  shrubs,  archi- 
tectural and  statuesque  features,  sharp 
color  contrasts,  terraces,  flowers  in  beds 
or  pots,  congruous  water  pieces. 

c.  Picturesque  style  by  odd  plant  forms,  un- 

even surface,  dark  color  masses,  broken 
ground,  scattering  grouping  in  middle 
ground. 

(6)  Blending. 

(7)  Symmetry  and  gradation. 

(8)  Apparent  extent. 

(9)  Concealment  of  outbuildings,  etc. 

(10)  Variety  in:    surface,  form,  materials,  color,  sea- 

son, composition,  position. 

(11)  Originality  and  character. 

(12)  Adaptation  and  fitness. 

(13)  Imitation  of  nature. 

(14)  Bestful  and  satisfying  effects. 

VI.     Comparison  of  effects  in  different  styles. 

VII.     Some  special  problems. 

1.  Mode  of  access  to  house. 

2.  Treatment  of  walks. 

3.  Fences. 

4.  Mounds  and  banks. 

5.  Eockeries  and  fern  gardens. 

6.  Arbors,  summer  houses,  etc. 

7.  Greenhouses,  conservatories,  etc. 

8.  Water  and  its  treatment. 

9.  Planting  designs. 

10.     Control  of  insects  and  diseases. 

VIII.     Landscape  material. 

1.  Trees  adapted  to  Texas. 

(1)  Non-coniferous:      catalpa     (c.    speciosa),    china- 

berry,  elms  (cedar,  cork,  slippery,  white)  flow- 
ering dogwood,  hackberry,  holly  (English  and 
American),  huisache  (A.  famesiana),  locust 
(black),  maples  (A.  saccharum,  A.  rubrum), 
magnolia,  mesquite,  mulberry,  oaks  (live-oak, 
post-oak,  red-oak,  white-oak),  red-bud,  syca- 
more, sweet  gum,  yaupon,  etc. 

(2)  Coniferous:    cedar,  cypress,  pine   (bull,  loblolly, 

yellow) . 

2.  Shrubs  adapted  to  Texas. 

Alder,  althea,  barberries  (B.  vulgaris,  B.  Thunbergii, 
B.  Japonica,  B.  aquifolium),  crape  m3^rtle,  cape  jas- 
mine, coral  berry  (S.  vulgaris),  cats-claw,  dogwood, 
deutzia    (D.  gracilis),  euonymus,  forsythia,  huajillo. 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texcas       135 

Japanese  quince,  lantana,  lilac,  mock  orange,  privet, 
roses,  spiraeas  (D.  Douglasii,  S.  pranifolia,  S.  Thun- 
bergii,  S.  Van  Houttei),  sumachs,  viburnums  (V. 
opulus,  V.  lantana),  weigelia,  etc. 

3.  Perennial  herbaceous  plants. 

Anemone,  baptisia,  bleeding  heart,  chrysanthemum, 
columbine,  daisies,  golden  rod,  golden  glow  (R. 
laciniata),  hollyhock,  Indian  blanket,  larkspur, 
peony,  phlox,  salvia,  spring  beauty,  etc. 

4.  Annuals:    asters,  ageratum,  alternanthera,  alyssum,  artil- 

lery plant,  balsam,  bachelor's  button,  candytuft,  cocks- 
comb, calliopsis,  cosmos,  coleus,  castor  bean,  cigar 
plant,  geranium,  heliotrope,  nasturtium,  pansy,  pink, 
petunia,  phlox,  stevia,  sweet  pea,  verbena,  zinnia,  blue 
bonnet,  etc. 

5.  Climbers. 

(1)  Perennials:      ampelopsis,     bittersweet,      clematis, 

grapes,  honeysuckle,  kudzu  vine,  madeira,  moon- 
seed,  roses,  smilax,  trumpet  creeper,  wisteria,  etc. 

(2)  Annuals:    balloon   vine,  balsam   apple,   climbing 

cucumber,  cypress,  gourds,  hop  vine,  morning 
glories,  moon  flower  (I.  Bona-Nox),  nastur- 
tium, sweet  pea,  etc. 

6.  Bulbous  plants:    crocus,  dahlia,  gladiolus,  iris,  lily,  nar- 

cissus, tuberose,  tulip,  yucca,  etc. 

IX.     General  outline  for  studying  landscape  material. 

1.  Adaptation  of  plant  to:  soil,  moisture,  temperature,  etc. 

2.  Study  of  plant  form. 

(1)  Stem:  size,  color,  form,  etc. 

(2)  Leaves:  size,  shape,  color,  texture,  etc. 

(3)  Flowers:    size,  shape,  color,  odor,  season,  use,  etc. 

(4)  Roots:  deep  or  shallow. 

(5)  Parts  of  plant  valuable  for  landscape  effect. 

3.  Use  of  plant:    carpet  bedding;  border  plantation,  back, 

front  •or  middle;  coarse  border  or  refined  planting; 
specimen;  window  box;  screen;  hanging  basket,  etc. 

4.  Care  of  the  plant. 

Method  of  propagation;  potting,  transplanting,  etc.; 
pruning  and  training;  cultivation,  fertilizing  and 
watering;  care  during  winter. 

(Study  material  adapted  to  the  community  and  avail- 
able for  the  class.  Inquiries  concerning  ornamentals 
suited  to  particular  localities  will  be  gladly  answered.) 

PRACTICE   WORK    IN   LANDSCAPE    GARDENING. 

1.  Observe  and  study  the  available  material  in  the  community. 

2.  Study  catalogs   preparatory   to  ordering  seeds   and   other 

material  for  ornamental  planting. 

3.  Practice  operating  hotbeds,  cold  frames,  greenhouses,  etc. 
.4.     Practice  propagating  the  ornamental  material. 


136       Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 

5.  Order  and   study  the  lantern  slides  to  accompany  illus- 

trated lecture  No.  14,  Farm  Home  Grounds:  Their 
Planting  and  Care,  Office  of  Experiment  Stations, 
Washington,  D.  C.  (Slides  are  furnished  free  except 
for  express  charges.) 

6.  Take  every  opportunity  to  visit  and  observe  any  effective 

landscape  work. 

7.  Plan  designs  for  ornamenting  especially,  the  school  grounds 

and  perhaps  the  home  grounds  of  the  students.  Work 
out  first  the  main  outline  of  the  design  by  having  stu- 
dents offer  designs.  Select  the  best  or  adapt  the  best. 
Assign  details  of  the  design  to  students  and  groups  of 
students  to  be  worked  out.  Execute  the  design  agreed 
upon. 
(The  suggestions  are  meant  to  be  very  general.  The  prac- 
tice work,  however,  should  be  made  very  important. 
The  students  must  work  with  the  plants  and  lay  out 
the  designs  to  get  the  best  out  of  the  course.) 

REFERENCE  MATERIAL  IN  LANDSCAPE  GARDENING. 

I.     Minimum. 

1.  Bailey:     Manual  of  Gardening   (Macmillan  Co.,  Dallas, 

Texas),  $2.00. 

2.  Henderson:      Practical   Floriculture    ( Orange- Judd    Co., 

N'ew  York),  $1.50. 

3.  Rogers:     Tree  Book    (Doubleday,   Page  &  Co.,  Garden 

City,  N.  Y.),  $4.00. 

4.  Waugh:     Kemp's  Landscape  Gardening   (John  Wiley  & 

Son,  New  York),  $1.50. 

5.  Waugh:     Landscape  Gardening  (Orange- Judd  Co.,  New 

York),  50c. 

II.     Other  books  desirable. 

.1.     Davis:     Ornamental  Shrubs   (G.  P.  Putnam  Sons,  New 
York),  $3.50. 

2.  Eliot:     Landscape  Architecture   (Houghton,  Mifflin  Co., 

Boston),  $3.50. 

3.  Ely:    The  Practical  Flower  Garden  (Macmillan  Co.,  Dal- 

las, Texas),  $2.00. 

4.  Farrer:    My  Rock  Garden  (Longmans,  Green  &  Co.,  New 

York),  $2.50. 

5.  Fitzherbert :    Book  of  the  Wild  Garden  (John  Lane  Co., 

New  York),  $1.00. 

6.  Greening:     Greening  Pictorial  System  of  Landscape  Gar- 

dening (C.  E.  Greening,  Monroe,  Mich.),  $5.00. 

7.  Henderson:     Pisturesque  Gardens  and  Ornamental  Gar- 

dening (Henderson  &  Co.,  New  York),  $2.00. 

8.  Johnson:     Residential    Sites   and  Environments   (A.  T. 

De  La  Mare  Ptg.  &  Publishing  Co.,  New  York),  $2.50. 


Courses  in  Agriculture  for  the  Secondary  Scliools  of  Texas       137 

9.     Kellaway:     How  to  Lay  Out  Suburban  Home  Grounds 
(John  Wiley  &  Sons,  New  York),  $2.00. 

10.  Long:     Ornamental  Gardening  for  Americans   (Orange- 

Judd  Co.,  New  York),  $1.50. 

11.  Maynard:     Landscape   Gardening   as   Applied  to  Home 

Decoration   (John  Wiley  &  Sons,  New  York),  $1.50. 

12.  Parsons:     Landscape  Gardening   (G.  P.  Putnam's  Sons, 

New  York),  $2.00. 

13.  Parsons:    Landscape  Gardening  Studies  (John  Lane  Co., 

New  York),  $2.00. 

14.  Powell:     Hedges,  Windbreaks,  Shelters  and  Live  Fences 

(Houghton,  Mifflin  Co.,  Boston),  $2.00. 

15.  Sargent:      Manual    of    the    Trees    of    North    America 

(Houghton,  Mifflin  Co.,  Boston,  Mass.),  $6.00. 

16.  Tabor:     Landscape  Gardening  Book    (John  C.  Winston 

Co.,  Philadelphia),  $2.00. 

17.  Thonger:    Book  of  Garden  Design  (John  Lane  Co.,  New 

York),  $1.00. 

18.  Thonger:    Book  of  the  Cottage  Garden  (John  Lane  Co., 

New  York),  $1.00. 

19.  Waugh:     Landscape  Beautiful   (Orange  Judd  Co.,  New 

York),  $2.00. 

20.  Webster:     Town  Planting    (E.   P.  Dutton  &   Co.,  New 

York),  $1.75. 

III.     Bulletins  and  other  publications.      (See  pages  130-132.) 


138       Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 


HALF-UNIT  m  ENTOMOLOGY. 

I.     Introduction. 

Relative  numbers;  statistics  on  injury  to  crops  and  animals; 
insects  as  carriers  of  disease;  injury  to  household  and  store 
goods;  insects  as  pollinators;  other  beneficial  insects;  use- 
ful insect  products. 

II.     Form  and  physiology  of  insects. 

(Compare  grasshopper,  butterfly,  bug.) 

1.  Body  regions. 

(1)  Head:   eyes,  mouth  parts,  antennae. 

(2)  Prothorax:    covering,  spiracles. 

(3)  Mesothorax:    appendages,  spiracles,  segments. 

(4)  Metathorax:    appendages,  spiracles,  segments. 

(5)  Abdomen:  spiracles,  segments,  ovipositor,  tympa- 

num. 

2.  Physiology. 

(1)  Respiratory  system:   spiracles,  tracheae,   air  sacs. 

(2)  Circulator}'   system:   heart;   body  cavity;  method 

of  circulation. 

(3)  Muscular  system. 

(4)  Digestive  system:  pharynx,  esophagus,  crop,  giz- 

zard, stomach  and  caeca,  intestine,  Malpighian 
tubes. 

(5)  Nervous  system:  brain,  ring  commissure,  ganglia, 

nerve  cords;  sympathetic  system. 

(6)  Senses  of  insects:  sight,  touch,  taste,  hearing. 

(7)  Reproductive  system. 

III.  Growth  and  transformation  of  insects. 

1.  Incomplete  metamorphosis:   egg,   nymph,   adult;   squash 

bug,  grasshopper,  etc. 

2.  Complete   metamorphosis:   egg,  larva,  pupa,  adult;  but- 

terflies, moths,  etc. 

3.  Development  direct:  silver  fish-moth,  etc. 

IV.  Systematic  relationship. 

1.  Method  of  classifying  animals :  phylum,  class,  order,  fam- 

ily, genus,  species. 

2.  Near  relation  of  insects:  Crustacea,  arachnida,  myriapoda. 

V.     Classification  of  insects. 

1.  Ortlioptera:  grasshopper,  katydid,  praying  mantis,  walk- 
.   ing  stick,  cockroach,  crickets,  etc. 

2.  Hemiptera. 

(1)  Heteroptera:  water  bugs,  leaf  bugs,  chinch  bug. 

(2)  Homopter'a:  seventeen-year  locust,  plant  lice,  scale 

insects. 

(3)  Parasitica:  lice  on  animals. 


Courses  i?i  Agriculture  for  the  Secondary  Schools  of  Texas       139 

3.  Coleoptera:  tiger  beetles,  ground  beetles,  click  beetles,  fire 

flies,  June  beetles,  Colorado  potato-beetle,  long  horned 
beetle,  ladybird  beetle,  cotton  boll-weevil,  plum  curculio, 
engraver  beetle,  etc. 

4.  Lepidoptera. 

(1)  Butterflies:  swallowtails,  cabbage,  monarch,  vice- 

roy, etc. 

(2)  Moths:   leaf   rollers,   codling  moth,  flour  moths, 

peach-tree   borer,    cutworms,   army  worms,   ce- 
cropia,  etc. 

5.  Diptera:    mosquitoes,   gall   gnats,    horse   flies,    bot   flies, 

house  flies,  fleas,  etc. 

6.  Hymenoptera. 

(1)  Parasitic:  icheneumon  flies,  braconid  flies,  chalcis 

flies,  etc. 

(2)  Stinging:  ants,  wasps,  bees. 

VI.     Insect  pests  of  staple  crops. 

Cotton  boll-weevil,  cotton  boll-worm,  chinch  bug,  grasshopper, 
cutworms,  wire  worms,  army-worms,  "green  bugs,"  cotton 
louse,  Hessian  fly,  etc. 

VII.     Insect  pests  of  fruit  and  truck  crops. 

Codling  moth,  borers,  San  Jose  scale,  canker  worms,  plum 
curculio,  peach-tree  borer,  Colorado  potato-beetle,  tomato 
worm,  harlequin  cabbage  bug,  melon  louse,  squash  bug, 
onion  thrips,  sweet-potato  root-borer,  etc. 

VIII.     Insect  pests  of  live  stock. 

Ox-warble,  cattle  tick,  bot  flies,  horn  flies,  lice,  mites,  etc. 

IX.     Insect  pests  of  the  household. 

House  fly,  mosquito,  cockroach,  ant,  flea,  clothes  moth,  flour 
moth,  flour  weevils,  etc. 

X.     Insect  pests  of  shade  trees. 

Tussock  moth,  gipsy  moth,  brown-tailed  moth,  tent  cater- 
pillar, bag  worm,  etc. 

■    XI.     Useful  insects. 

Honey  bees,  bumble  bees,  wasps,  dragon  flies,  lace-wing  flies, 
ladybird  beetles,  mantids,  ichneumon  flies,  braconid  flies, 
etc. 

XII.     Control  of  insects. 

1.     Natural  means. 

(1)  Parasites:  icheneumon  flies,  etc. 

(2)  Diseases. 

(3)  Predacious  enemies:  birds,  toads,  frogs,  predacious 

insects. 

(4)  Climatic  conditions. 


140       Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 

2.     Artificial  means. 

(1)  General    farming    methods:    crop    rotation,    fall 

plowing,  clean  culture,  etc. 

(2)  Cultural  methods:  timely,  proper,  fertilizers. 

(3)  Spraying. 

a.  Comparison  of  methods  for  biting  and  suck- 

ing insects. 

b.  Preparation  and  use  of  sprays :  Paris  green, 

arsenate  of  lead,  lime-sulfur  wash, 
whale-oil  soap  solution,  kerosene  emul- 
sion. 

c.  Spray  machinery :  hand  and  power  sprayers. 

(4)  Fumigation:  methods  and  uses. 

XIII.     General  outline  for  study  of  individual  insects. 

1.  Economic  importance. 

2.  Life  history:  stages,  relative  economic  importance  of  dif- 

ferent stages,  hibernation,  method  of  spread,  number 
of  generations. 

3.  Food:  preferred,  acceptable. 

4.  Susceptibility  to  methods  of  control. 

(Select  from  the  numerous   important  insects  according  to 
time  available  and  local  importance.) 

PRACTICE  WORK  IN  ENTOMOLOGY. 

1.  Make  trips  to   field,  garden,  orchard,  roadside,  etc.,  to 

note  habit  and  food  of  various  insects,  and  to  collect 
specimens  to  be  preserved  for  future  study  and  for 
exhibition. 

2.  Study   carefully   the   form   and   physiology  of   a   locust. 

Make  dissections  to  note  the  general  nature  of  internal 
structure.  Compare  external  structure  of  locusts,  but- 
terflies, beetles,  and  bugs. 

3.  Try  the  use  of  breeding  cages  to  note  the  stages  in  life 

history  of  mosquitoes,  house  flies,  etc.     Collect  larvae . 
and  cocoons  of  different  insects  and  note  changes.     Get 
eggs  of  cabbage  butterfly  and  watch  development. 

4.  Procure   and  preserve   all   stages   of  development   of   as 

many  as  possible  of  insects  studied. 

5.  Prepare  and  use  different  sprays: 

6.  Try  hydrocyanic  acid  gas  in  fumigating  a  greenhouse  for 

white  fly  or  a  house  for  insect  pests. 

7.  Try  carbon-disulfide  in  fumigating  bins  of  grain. 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas       141 

REFERENCE    MATERIAL    IN   ENTOMOLOGY. 

I.     Minimum. 

1.     Sanderson :  Insect  Pests  of  Farm^  Garden  and  Orchard 

(John  Wiley  &  Sons,  New  York),  $3.00. 

II.     Other  books  desirable. 

1.  Comstock:     Insect  Life    (Daniel  Appleton  &  Co.,   Chi- 

cago), $1.75. 

2.  Comstock:     Manual  for  the  Study  of  Insects   (Comstock 

Publishing  Co.,  Ithaca,  New  York),  $3.75. 

3.  Comstock:      Elements    of    Insect    Anatomy     (Comstock 

Publishing  Co.,  Ithaca,  New  York),  $1.00. 

4.  Cragin:     Our  Insect  Friends  and  Foes  (0.  T.  Putnam's 

Sons,  New  York),  $1.75. 

5.  Crittenden:     Insects   Injurious   to   Vegetables    (Orange- 

Judd  Co.,  New  York),  $1.50. 

6.  Holland:      Collecting   and    Preserving   Insects    (Charles 

Scribner's  Sons,  New  York),  $2.50. 

7.  Howard:     Insect  Book   (Doubleday,  Page  &  Co., . Garden 

City,  New  York),  $3.00. 

8.  Hunter:     Elementary  Studies  in  Insect  Life   (Crane  & 

Co.,  Topeka,  Kans.),  $1.25. 

9.  Kellogg:     American   Insects    (Henry   Holt  &  Co.,  New 

York),  $4.00. 

10.  Kellogg:    Insect  Stories  (Henry  Holt  &  Co.,  New  York), 

$1.50. 

11.  Kerby:      Elementary   Text   Book   of   Entomology    (The 

Macmillan  Co.,  Dallas),  $3.00. 

12.  O'Kane:     Injurious    Insects    (Macmillan    Co.,    Dallas), 

$2.00. 

13.  Packard:    Entomology  for  Beginners  (Henry  Holt  &  Co., 

New  York),  $1.50." 

14.  Packard:     Text   Book  of   Entomology    (Macmillan   Co., 

Dallas,  Texas),  $4.50. 

15.  Sanderson  &  Jackson:     Elementary  Entomology  (Ginn  & 

Co.,  Dallas),  $2.00. 

16.  Saunders:    Insects  Injurious  to  Fruits  (J.  B.  Lippincott 

Co..  Philadelphia),  $2.00. 

17.  Smith :     Economic  Entomology    (J.   B.   Lippincott   Co., 

Philadelphia),  $2.50. 

18.  Weed :     Farm  Friends  and  Farm  Foes   (D.  C.  Heath  & 

Co.,  Chicago),  90c. 

19.  Weed:     Insects  and  Insecticides  ( Orange- Judd  Co.,  New 

York),  $1.50. 

20.  Weed :     Life  Histories  of  American  Insects   (Macmillan 

Co.,  Dallas,  Texas),  $1.50. 

III.     Bulletins  and  other  publications. 

1.     Bulletin  No.  113:     Spray  Calendar   (Texas  Experiment 
Station,  College  Station,  Texas). 


142       Courses  in  Agriculture  for  the  Seconda/ry  Schools  of  Texas 

2.  Bulletin  No.  124:     Pecan  Case    Borer    (Texas    Experi- 

ment Station,  College  Station,  Texas). 

3.  Bulletin,   (Press)  :  The  Control  of  Weevils  in  Corn  and 

Grain    (Texas    Experiment    Station,    College    Station, 
Texas). 

4.  Bulletin,  (Press)  :     Treatment  of  San  Jose  Scale  (Texas 

Experiment  Station,  College  Station). 

5.  Bulletin,    (Press)  :     Treatment  of  Melon  Louse    (Texas 

Experiment  Station,  College  Texas.) 

6.  Bulletin    No.    24:     Texas    Beekeeping    (Texas    Depart- 

ment of  Agriculture,  Austin). 

7.  Bulletin  No.  6    (New  Series)  :     The  White  Fly   (Texas 

Department  of  Agriculture,  Austin). 

8.  Bulletin  No.  9  (New  Series)  :  Control  of  Insect  Pests  and 

Fungus  Diseases   (Texas    Department    of    Agriculture, 
Austin). 

9.  Bulletin  No.  37:     Use  and  Value  of  Wild  Birds  (Texas 

Department  of  Agriculture,  Austin). 

Bulletins  of.  Bureau  of  Entomology,  Washington,  D.  C. : 

10.  Bulletin  No.     29.     Fall    Army    Worm    and    Variegated 

Cutworm. 

11.  Bulletin  No.     33 :     Some  Insects  Injurious  to  Vegetable 

Crops. 

12.  Bulletin  No.     55 :     Rearing  of  Queen  Bees. 

13.  Bulletin  No.     62:     San  Jose  or  Chinese  Scale. 

14.  Bulletin  No.  72 :     Information  Concerning  North  Amer- 

ican Fever  Tick. 

15.  Bulletin  No.     73 :     Studies  of  Parasites  of  Cotton  Boll- 

Weevil. 

16.  Bulletin  No.     74:     Some  Factors  in  Natural  Control  of 

Mexican  Cotton  Boll- Weevil. 

17.  Bulletin  No.     77:     Hibernation  of  Mexican  Cotton  Boll- 

Weevil. 

18.  Bulletin  No.     85 :     Papers  on  Cereal  and  Forage  Insects. 

19.  Bulletin  No.     88:     Preventive     and     Remedial      Work 

Against  Mosquitoes. 

20.  Bulletin  No.  100:     Insect     Enemies    of     Cotton     Boll- 

Weevil. 

21.  Bulletin  No.  103:     Plum  Curculio. 

22.  Bulletin  No.  114:     Report    on    Mexican     Cotton    Boll- 

Weevil. 

23.  Bulletin  No.  119:     Dispersion  of  Gipsy  Moth. 

24.  Bulletin  No.  121 :     Behavior  of    Honey    Bee    in    Pollen 

Collecting. 

Circulars,  Bureau  of  Entomology,  Washington,  D.  C. : 

25.  Circular  No.     99:     Nut  weevils. 

26.  Circular  No.  103 :     Harlequin  Cabbage  Bug. 

27.  Circular  No.  108 :     House  Fleas. 

28.  Circular  No.ll3:     Chinch  Bug. 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas       143 

29.     Circular  No.  116 :     Large   Corn   Stalk-borer. 
.     30.     Circular    No.    120:     Control    of    Brown-rot    and    Plum 
Curculio  on  Peaches. 

31.  Circular  No.  131:     How  to  Contnrol  Pear  Thrips. 

32.  Circular  No.  137:     Alfalfa  Weevil. 

33.  Circular  No.  139 :     Damage  to  Sugar  Cane  in  Louisiana 

by  Sugar-Cane  Borer. 

34.  Circular  No.  149 :     Cotton  Stainer. 

35.  Circular  No.  153:     Cotton  Worm  of  Cotton  Caterpillar. 

36.  Circular  No.  162:     Potato-Tuber  Moth. 

Farmers'  Bulletins,  Washington.  D.  C. : 

37.  Bulletin  No.     54:     Some  Common  Birds  in  Their  Ee- 

lation  to  Agriculture. 

38.  Bulletin  No.     99:     Three    Insect     Enemies     of     Shade 

Trees. 

39.  Bulletin  No.  127:     Important     Insecticides,     Directions 

for  Their  Preparation  and  Use. 

40.  Bulletin  No.  132:     Principal  Insect  Enemies  of  Grow- 

ing Wheat. 

41.  Bulltin  No.  155:     How  Insects  Affect  Health  in  Eural 

Districts. 

42.  Bulletin  No.  172:     Scale   Insects  and   Mites   on   Citrus 

Trees. 

43.  Bulletin  No.  209:     Controlling    Boll- Weevil    in    Cotton 

Seed  and  at  Ginneries. 

43.  Bulletin  No.  211:     Use   of  Paris  Green  in   Controlling 

Boll-Weevil. 

44.  Bulletin  No.  223:     Miscellaneous     Cotton     Insects     in 

Texas. 

45.  Bulletin  No.  231 :     Spraying  for   Cucumber  and  Melon 

Diseases. 

46.  Bulletin  No.  243 :     Fungicides   and   Their  Use  in   Pre- 

venting Diseases  of  Fruits. 

47.  Bulletin  No.  264:     Brown  Tail  Moth  and  How  to  Con- 

trol It. 

48.  Bulletin  No.  283 :     Spraying    for    Apple    Diseases    and 

Codling  Moths  in  the  Ozarks. 

49.  Bulletin  No.  284:     Insect  and  Fungus  Enemies  of  Grapes 

East  of  Rocky  Mountains. 

50.  Bulletin  No.  290:     Cotton  Boll  Worm,  Summary  of  Its 

Life  History  and  Habits. 

51.  Bulletin    No."   378:     Methods    of    Exterminating    Texas 

Fever  Ticks. 

52.  Bulletin    No.    440:     Spraying    Peaches    for    Control    of 

Brown-Rot,  Scab  and  Curculio. 

53.  Bulletin  No.  442:     Treatment  of  Bee  Diseases. 

54.  Bulletin  No.  444:     Remedies    and    Preventives    Against 

Mosquitoes. 

55.  Bulletin  No.  447:     Bees. 

56.  Bulletin  No.  453:     Danger  of  General  Spread  of  Gipsy 


144       Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 

and  Brown  Tail  Moths    Through    Imported    Nursery 
Stock. 

57.  Bulletin  ho.  459:  House  Flies. 

58.  Bulletin  No.  478:  How  to  Prevent  Typhoid  Fever. 

59.  Bulletin  No.  492 :  More  Important  Insect  and  Fungous 

Enemies  of  Fruit  and  Foliage  of  Apple. 

60.  Bulletin  No.  498:  Methods     of    Exterminating     Texas 

Fever  Tick. 

61.  Bulletin  No.  500 :  Control  of  Boll- Weevil. 

62.  Bulletin  No.  506 :  Food  of  Some  Well  Known  Birds  of 

Forest,  Farm  and  Garden. 

63.  Bulletin  No.  513:  Fifty   Common  Birds  of  Farm   and 

Orchard. 


Courses  in  Agriculture  for  the  Secondary  Scliools  of  Texas       1-io 


WEEDS. 

Some  place  in  the  agricultural  course  in  the  high  school  there  should 
come  a  rather  definite  stud}-  of  the  weeds  of  the  community,  and  the 
ways  to  control  them.  A  very  convenient  place  for  the  study  is  at  the 
beginning  of  the  work  in  botany.  A  time  should  be  selected  when  weeds 
in  all  stages  of  growth  are  available  in  the  community.  The  following 
outline  is  intended  to  suggest  some  work  that  will  be  valuable. 

I.  Weeds  in  general:  definition,  importance  of  weed  control; 
prevalence  of  weeds  in  community;  list  of  weeds  familiar  to 
students. 

II.     Classification  of  weeds  as  to  life  cycle :     annuals ;   winter   an- 
nuals; biennials;  perennials. 

III.  Methods  of  reproduction  of  weeds :  seeds ;  roots ;  runners ;  under- 
ground rootstocks  and  seeds;  underground  rootstocks,  running 
stems,  and  seeds. 

TV.     Habits  of  growth. 

1.  Habit  of  growth  of  part  above  ground. 

Erect,  decumbent,  creeping,  stemless,  twining,  or  climb- 
•   ing, 

2.  Habits  of  growth  of  root  system. 

Deep-rooted,  shallow-rooted,  lateral  spread,  etc. 

V.     Methods  of  seed  dissemination. 

1.  Natural  agencies. 

a.  Wind:    dandelions,  sunflowers,  tumble  weeds,  witch 

grass,  thistles,  milk  weeds,  etc. 

b.  Water :  effect  of  early  spring  rains,  streams,  etc. 

c.  Explosive  force  of  seed  pods:  wild  geranium,  wild 

pea,  sorrel,  etc. 

d.  Seeds  that  have  creeping  qualities:  wild  oats. 

2.  Artificial  means  of  distribution. 

a.  Animals. 

(1)  Carried  on  wool  of  sheep. 

(2)  Stick  to  hoofs  and  hair  of  other  animals. 

(3)  Carried  in  the  digestive  tract  of  animals. 

b.  Birds. 

(1)  Cling  to  feathers. 

(2)  Stickv  seeds,  as  from  mistletoe,  stick  to  bill 

and  feet. 

(3)  Carried  in  digestive  tract. 

c.  Human  agencies. 

(1)  Stick  to  shoes  anrl   clothing. 

(2)  Some  plants  distributed  for  ornamental  and 

economic  purposes  become  weeds. 

(3)  Moving  wagons  and  tools  on  the  farm. 

(4)  Vehicles  on  public  roads. 


140       Courses  in  AgricuUure  for  the  Secondary  Schools  of  Texas 

(5)  Community  tlneshing  machines. 

(Gj  Distributed  in  manure. 

(7)  I'eeding  screenings. 

(8)  liailroads  as  public  carriers. 

(9)  Sowing  impure  agricultural  seeds. 

VI.     Ways  in  which  weeds  cause  harm. 

1.  Lower  crop  yield. 

a.  Use  large  amounts  of  soil  moisture. 

b.  Use  plant  food. 

c.  Shade  and  crowd  plants. 

d.  Feed  on  other  plants   (parasites). 

2.  Immense  amount  of  labor  required  to  control. 

3.  Poisonous  weeds  injure  live  stock. 

4.  Some  weed  seeds  become  matted  in  wool  of  sheep  and 

materially  lower  its  value. 

5.  Lower  crop  values  by 

a.  Presence  of  weed  seed  in  threshed  grain. 

b.  Presence  of  weeds  in  forage  crops. 

6.  Injure  pastures. 

7.  Injure  the  quality  and  reduce  the  value  of  dairy  products. 

8.  Act  as  harbors  for  insect  pests. 

9.  Serve  as  hosts  for  fungous  diseases. 
10.     Lower  land  value. 

VII.     Make  a  list  of  weeds  most  troublesome  in : 

Gardens,    lawns,     pastures,    meadows,    grain     fields,     cotton 
fields,  etc. 

VTII.     Methods  of  eradicating  weeds. 

1.  Annuals :     prevent    seeding    by    moAving,    pulling,    clean 

culture,   spraying,   etc. 

2.  Biennials.     (See  methods  for  eradicating  annuals). 

3.  Perennials. 

a.  Clean  cultivation. 

b.  Summer  fallowing. 

c.  Smothering  with  thick,  dense  growing  crop. 

d.  Spraying  for  some  perennials. 

e.  Methods  of  eradicating  small  areas  or  isolated  plants. 

IX.     Sprays  and  spraying. 

1.  Kind  and  size  of  spray  machines  used. 

2.  Spray  mixtures  to  use  for  best  results. 

3.  Time  to  spray. 

4.  dumber  of  applications  necessary. 

5.  Kind  of  crops  that  can  be  sprayed  without  injury. 

6.  List  of  annuals,  biennials,  perennials  killed  by  spraying. 

X.     Outline  for  study  of  each  weed. 

1.  Name  of  plant. 

2.  Native  or  introduced. 

3.  Where  commonly  found  growing. 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas      147 

4.  Annual,  biennial,  perennial. 

5.  Habit  of  growth. 

6.  Method  of  reproduction. 

7.  Methods  of  disseniinationn. 

8.  Xoxious  characteristics. 

9.  Brief  description  of  the  plant. 

a.  Flowers:    simple   or   composite,   color,   size,   shape, 

number  and  arrangement  of  petals  and  sepals. 

b.  Leaves :  netted  vein,  parallel  vein,  size,  shape,  color, 

conditon,  and  arrangement. 

c.  Stem :  shape,  structure,  size,  length,  habit  of  growth, 

and  condition. 

d.  Boots:  kind,  habit  of  growth,  depth  and  spread. 

e.  Seeds. 

(1)  Size,   color,   shape   and    condition   of   seed 

coat. 

(2)  Number  of  seeds  produced  by  most  com- 

mon annuals,  biennials,  and  perennials. 

(3)  Vitality  of  different  weed  seeds  under  ordi- 

nary conditions. 

(4)  Vitality  of  buried  seed. 

(5)  Influence  of  vitality  on  methods  of  eradi- 

cation. 
10.     Best  method  of  eradication. 

XI.     Birds  as  a  factor  in  helping  to  control  weeds. 

XII.     Seed  inspection  and  weed  laws. 

1.  Seed  importation  act  of  August  24,  1912. 

2.  Study  of  two  or  three  of  the  best  State  laws. 

PRACTICE   WORK  IN   WEEDS. 

1.  Study  twenty-five  of  the  most  common  weeds  found  on  the 

farms  and  in  the  gardens  in  the  community.  The  weeds 
should  be  dug  up,  so  as  to  retain  as  much  of  the  root 
system  as  possible  and  taken  to  the  laboratory  for  study. 

2.  Write  a  complete  description  of  each  weed,  following  the 

outline  for  study  of  each  weed. 

3.  Make  a  number  of  excursions  into  the  fields  and  identify 

the  different  weeds  found  growing  there.  Have  students 
carry  note  book  and  pencil  and  write  down  the  name  of 
each  weed  identified. 

4.  Have  students  collect  samples  of  seed  from  twenty-five  of 

the  most  common  weeds  found  on  the  excursions.  The 
samples  may  be  collected  in  envelopes,  paper  bags,  or 
sometimes  carried  to  the  school  building  on  the  weed. 
Thresh  the  sample,  clean  it,  and  put  it  in  a  screw-top 
vial  and  label  it. 

5.  Supply   the    students   with    cardboard    holders    for    seed. 

These  holders  may  be  made  bv  taking  a  piece  of  bristol 
cardboard  about  twelve  inches  long  and  two  inches  wide. 


148       Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 

punching  twelve  J-incli  holes  in  it,  and  pasting  it  on 
solid  piece  of  cardboard  of  the  same  size.  Place  a  sample 
of  weed  seed  in  each  hole  and  have  the  students  iden- 
tify them. 

6.  Place  samples  of  agricultural  seeds  such  as  alfalfa,  clovers^ 

timothy  seed,  etc.,  before  the  class  and  have  them  make 
a  purity  test  of  the  sample  identifying  as  many  of  the 
foreign  seeds  as  possible. 

7.  Estimate  the  number  of  seeds  borne  on  one  plant  of  some 

of  the  most  common  weeds. 

8.  A  single  plant  of  Iambi's  quarters  has  been  known  to  bear 
•     608,300   seed.     If   a  single   plant  of  this   weed   should 

grow  and  mature  this  number  of  seed,  and  each  of  these 
in  turn  should  grow  and  produce  an  equal  number  of 
seed,  how  many  plants  would  there  be  the  second  year? 
How  many  plants  per  acre  for  a  one-hundred-sixty-acre 
farm  ?  How  many  plants  per  square  foot  for  the  same 
farm  ? 

9.  A  single  plant  of  tumble  weed  has  been  known  to  produce 

11,057,859  seeds.  If  each  one  of  these  should  grow  and 
produce  the  same  number  of  seeds  and  continue  to  re- 
produce in  the  same  way,  in  how  many  years  Avould 
there  be  produced  a  plant  for  each  acre  of  land  in  the 
world  ? 

REFERENCE  MATERIAL  IN   WEEDS. 

I.     Some  desirable  books. 

1.  Bell:     Weeds  and  Wild  Flowers  (Eichard  G.  Badger,  Bos- 

ton), $1.25. 

2.  Long  &  Percival :    Common  Weeds  of  the  Farm  and  Garden 

(F.  A.  Stokes  Co.,  New  York),  $2.00. 

3.  Pammel:     Talk  on  Weeds   (L.  H.  Pammel,  Ames,  Iowa), 

$1.50. 

4.  Pammel:     Weeds  of  the  Farm  and  Garden   ( Orange- Judd 

Co.,  New  York),  $1.50. 

5.  Shaw:     Weeds  and  How  to  Eradicate  Them   (Webb  Pub. 

Co.,  St.  Paul),  50c. 

II.     Bulletins  and  other  publications. 

1.  Bulletin  No.  175:     Ohio  Weed  Manual   (Ohio  Experiment 

Station,  Wooster). 

2.  Bulletin  No.  260:     Seeds  of  Michigan  Weeds    (Michigan 

Experiment  Station,  E.  Lansing). 

3.  'Bulletin  No.   105:     Eradication  of  Weeds    (Iowa   Experi- 

ment Station,  Ames). 

4.  Bulletin   No.   257:     Weed   Factor  in   Cultivation  of   Corn 

(Bureau  of  Plant  Industry,  Washington). 

Farmers'  Bulletins,  Department  of  Agriculture,  Washington,  D.  C. 

5.  Bulletin  No.  188:     Weeds  Used  in  Medicine. 

6.  Bulletin  No.  260:     Seed  of  Bed  Clover  and  Its  Impurities. 


Courses  in  Agriculture  for  the  Secondary  ScJiools  of  Texas       149 

7.  Bulletin  Xo.  306 :     Dodder  in  Eolation  to  Farm  Seeds. 

8.  Bulletin  Xo.  368:,    Eradication  of  Bindweed,  or  Morning- 

Glory. 

9.  Bulletin  No.  380 

10.  Bulletin  No.  382 

11.  Bulletin  No.  468 


Loco-Weed  Disease. 

Adulteration  of  Forage  Plant  Seeds. 

Eradication  of  Quack-Grass. 


12.     Bulletin  No.  531  :     Larkspur,  or  Poison  Weed. 


150 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 


MINIMUM   LABORATORY   AND    GARDEN   EQUIPMENT    FOR 
TWELVE  STUDENTS. 

BOTANY. 

Approximate 
Quantity  and  Material.  List  Price. 

3  Compound  Miscroscopes  .......  p $85.00 

1  Section  Razor    85 

6  Dozen  Glass  Slides 50 

J  Dozen  Cover  Glasses 45 

6  Dissecting  Scissors 1.50 

6  Dissecting  Forceps    C)5 

12  Tripod  Lenses    4.50 

PLANT  PROPOGATION  AND  VEGETABLE  GARDENING. 

12  Garden  Hoes    6.00 

12  Garden   Rakes 6.00 

6  Spading  Forks 4.50 

12  Garden  Trowels   1.80 

25  6-incli  Flower  Pots   1.10 

200  2-inch  Flower  Pots '. . 90 

275  3-inch  Flower  Pots   2.00 

SOIL. 

2  Ring  Stands,  No.  2,  3  rings 3.60 

2  Burette  Clamps   60 

2  Mohr's  Burettes,  50  c.c,  for  use  with  pinch  cock 2.00 

6  Dozen  8x1  inch  Test  Tubes 2.50 

12  Test  Tube  Brushes 70 

12  Nests  Beakers,  No.  0,  No.  1,  No.  2 3.75 

1  Iron  Mortar  and  Pestle,  2  pints 65 

4  Porcelain  Mortar  and  Pestle,  4-inch L75 

24  Porcelain  Evaporating  Dishes,  3-inch 3.00 

3  Dozen  Stirring  Rods,  8-inch 1.00 

6  4-inch  Funnels   (Glass)    95 

12  Packages  Filter  Paper,  10  c.  m 1.40 

6  Crucible  Tongs,  Steel,  9-inch   1.25 

24  Crucibles,   Porcelain,   No.    00 3.60 

3  Volume  Weight  Tubes  of  brass,  12x2  inch 3.00 

9  Brass  Tubes  for  water  holding  capacity  of  soils,  12x2  inch.  .  9.00 

6  Glass  Tubes,  1-inch  by  5  feet. '. 3.30 

1  Agate  Bearing  Trip  Scale  6.65 

•  1  Set  of  Weights,  1  kilo  to  5  grams 2.40 

1  Single  Well  Drying  Oven,  6x6x8  inch 5.00 

1  Set  Soil  Sieves,  wooden  frame,  brass  gauge,  6-inch  diameter, 

20,  40,  60,  80,  100  mesh  round  holes 2.50 

1  Kerosene  or  Gasoline  Burner 10.00 

6  Alcohol  Lamps,  8  ounces 2.40 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas       151 

Approximate 

Quantity  and  Material.  List  Price. 

"3  Dessicators,  Schreibler's  6-ineh  diameter 3.60 

1  250  c.c.  Cylinder,  Graduated 80 

2  100  c.c.  Cylinder,  Graduated 1.00 

2  Thermometers,  10-210  degrees  centigrade l.GO 

1  Pound  Glass  Tubing,  3-16  inch  diameter 40 

1  Dozen  quart  Mason  Jars .75 

1  Dozen  half-gallon  Mason  Jars 1.00 

10  Feet  Pubher  Tubing,  3-16  inch  diameter 70 

2  Mohn's  Pinchcocks,  medium  size 25 

1  Soil  Auger,  2  inches  diameter,  40  inches  long 2.50 

1  Specific  Gravity  Tube,  iron,  3  inches  diameter 2.00 

ANIMAL    HUSBANDRY. 

1  Babcock  Milk  tester,  8  bottles,  iron  case,  with  8  milk  test 

bottles,  pipette,  acid  measure,  pint  bottle  of  acid 10.00 

12  Milk  Test  Bottles,  10  per  cent,  gradutaed  to  J  per  cent 2.00 

12  Cream  Test  Bottles,  30  per  cent,  graduated  to  J  per  cent.  . .  .     2.60 

12  Skim  Milk  Bottles,  graduated  to  1-100  per  cent 4.80 

12  Pipettes,  17.6  cc 1.80 

2  Acid  Measures,  17.5  cc .  .  4 35 

1  Brass  Dividers,  4^-inch 25 

1  Dozen  Cleaning  Brushes  for  Bottles 55 

1   Lactometer 50 

1   Barrel   Churn,   10-gallon 3.50 

1  Cream  Separator 65.00 

1  Incubator   15.00 

OTHER   EQUIPMENT. 

1  Barrel    Sprav   Outfit " 15.00 

1  Pruning  Shears,  Wiss'  Solid  Steel 2.25 

1  English   Lopping  Shears 3.00 

1  Pruning  Saw 75 

1  Farm  Level,  Ptod  and  Plumb  Bob 15.00 

1  100-foot  Linen  Tape 1.35 

1  Saw  and  Pruner  Combined 1.50 


APPENDIX. 


SCORE  CARD  FOR  COTTON. 
(Texas  A.  and  M.  College.) 


SCALE  OF  POINTS. 

Perfect 
Score. 

P 

3" 

Form,  indicating  fruitfulness;  (short  jointed,  well  branched) 

15 

15 
10 

15 

10 

3 

2 

2 

8 
8 
3 
3 
2 
2 
2 

Yield  (standard,  1  bale  or  more  per  af-rci: 

(a)     Size  of  bolls   (standard,  40  bolls  per  pound  when  open,  or  2-in.  in 
diameter  when  fully  mature  but  not  open;  1  point  off  for  each  ad- 
ditional 5  bolls   or  each  eighth  of  an  inch  off  in  size). 

(b)  Percentage  of  lint  (standard,  40  per  cent  or  above):  short  staple,  1 

point  cut  for  1  per  cent  off;  long  staple,  1-2  point  cut  for  1  per  cent  off 

(c)  Number  mature  bolls  per  plant:  standard,  unfavorable  conditions 

20;  standard,  medium   (onditions  60;  standard,  favorable  condi- 
tions 100                                  

Earliness  (standard   earliest  plants  of  King) 

Hardiness  of  plants  toward  cfisease 

Storm  Resistance 

Opening  and  ease  of  picking ' 

LINT: 

Length  of  lint  (upland,  etc.,  7-8  to  1   1-4  inches;  long  staple,  1  1-2  to  2 

L-niformity  of  length 

Strength .    .             .                     

Fineness 

Color .                                  .        

Maturity 

Uniformity  of  Seed 

Total 

JOO 

Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas       15? 


SCORE  CARD  FOR  CORN. 
(Texas.  A.  and  M.  College.) 


SCALE  OF  POINTS. 


eg 
«  o 


GENERAL  APPEARANCES— PRODUCTIVENESS : 

1.  Size  of  ear 

2.  Shape  of  ear 

3.  Filling  of  butts 

4.  Filling  of  tips 

TRUENESS  TO  TYPE: 

5.  Shape  and  size  of  ear 

6.  Shape  and  size  of  kernel 

7.  Purity  of  color  of  cob  and  grains 

8.  Straightness  and  arrangement  of  rows 

MATURITY  AND  MARKET  CONDITION: 

9.  Solidity  of  ears 

10.  Plumpness  of  kernels 

11.  Adherence  of  tip-cap  to  cob 

12.  Adherence  of  chaff  to  tip-cap 

13.  Size  of  ear  and  cob 

14.  Color  and  finish  of  kernels 

VITALITY: 

16.  Damage  by  weevils 

17.  Color  of  embryo 

18.  Size  of  embryo 

19.  -Size  of  germ 

20.  Adherence  of  tip-cap  to  cob 

21.  Adherence  of  chaff  to  tip-cap 

22.  Condition  of  cob 

23.  Plumpness  of  tips  of  kernels 

SHELLING  PERCENTAGE: 

24.  Depth  of  kernels 

25.  Size  and  density  of  cob 

26.  Space  at  cob 

27.  Furrows  between  rows 

28.  Filling  of  butts  and  tips 

Total  number  of  points  scored  by  each  ear 


25 


25 


20 


20 


10 


100 


154       Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 


SCORE  CARD  FOR  WHEAT. 
(Texas  A.  and  M.  College.) 


SCALE  OF  POINTS. 


(U  o 

SOT! 


•S2 

u 


1.  Weight  per  bushel 

2.  Soundness 

3.  Purity 

4.  Size  and  plumpness  of  kernels 

5.  Uniformity  in — 

(a)  Hardness 

(b)  Color 

(c)  Size  of  kernels 

Total 


20 
20 
15 
15 

15 

10 

5 


100 


SCORE  CARD  FOR  OATS. 
(Texas  A.  and  M.  College.) 


SCALE  OF  POINTS. 


V  o 


a  o 


1 .  Uniformity  of  grades 

2.  Color 

3.  Size  and  plumpness 

4.  Per  cent  hull 

5.  Per  cent  foreign  matter. 

6.  Per  cent  damaged  grain 

7.  Weight  per  bushel 

Total 


10 
10 
15 
15 
15 
15 
20 


100 


Courses  in  Agriculture  for  tJie  Secondary  Schools  of  Texas       155 


SCORE  CARD  FOR  DRAFT  HORSES. 
(Texas  A.  and  M.  College.) 


SCALE  OF  POINTS— FOR  GELDING. 


V  o 


<a  o 


I.     Age (estimate  by  teeth). 


GENERAL  APPEARANCE: 

2.  Height, 

3.  Weight,  over  1500  lbs score  according  to  age 

4.  Form,  broad,  massive,  low  set,  proportioned * 

5.  Quality,    bone   clean,   yet   indicating   sufficient   substance; 
distinct;  skin  and  hair  fine 

Temperament,  energetic,  good  disposition 


tendons 


6. 


HEAD  AND  NECK: 

7.  Head,  lean,  medium  size 

8.  Muzzle,  fine;  nostrils  large;  lips  thin,  even 

9.  Eyes,  full,  bright,  clear,  large 

10.  Forehead,  broad,  full 

11.  Ears,  medium  size,  <vell  carried 

12.  Neck,  muscled;  crest  high;  throatlatch  fine;  windpipe  large. 


FOREQUARTERS: 

13.  Shoulders,  sloping,  smooth,  snug,  extending  into  back 

14.  Arm,  short,  thrown  forward 

15.  Forearm,  heavily  muscled,  long,  wide 

16.  Knees,  wide,  clean  cut,  straight,  deep,  strongly  supported 

17.  Cannons,  short,  lean,  wide;  tendons  large,  set  back 

18.  Fetlocks,  wide,  straight,  strong 

19.  Pasterns,  sloping,  lengthy,  strong 

20.  Feet,  large,  even  size,  straight;  horn  dense;  dark  color;  sole  concave; 

bars  strong;  frog  large,  elastic;  heel  wide,  high,  one-half  length 
of  toe...., 

21 .  Legs,  view  in  front,  a  perpendicular  line  from  the  point  of  the  shoulder 

should  fall  upon  the  center  of  the  knee,  cannon,  pastern  and 
foot.  From  the  side,  a  perpendicular  line  dropping  from  the 
center  of  the  elbow  joint  should  fall  upon  the  center  of  the  knee 
and  pastern  joints  and  back  of  hoof 

BODY: 

22.  Chest,  deep,  wide,  low,  large  girth 

23.  Ribs,  long,  close,  well  sprung 

24.  Back,  straight,  short,  broad 

25.  Loin,  wide,  short,  thick,  straight 

26.  Underline,  flank  low 


HINDQUARTERS: 

27.  Hips,  smooth,  wide 

28.  Croup,  long,  wide,  muscular 

29.  Tail,  attached  high,  well  carried 

30.  Thighs,  muscular 

31.  Quarters,  deep,  heavily  muscled 

32.  Gaskins  or  Lower  Thighs,  wide,  muscled 

33.  Hocks,  clean  cut,  wide,  straight 

34.  Cannons,  short,  wide;  tendons  large,  set  back 

35.  Fetlocks,  wide,  straight,  strong 

36.  Pasterns,  sloping,  strong,  lengthy 

37.  Feet,  large,  even  size;  straight;  horn  dense,  dark  color;  sole  concave; 

bars  strong,  frog  large,  elastic;  heel  wide,  high,  one-half  length 
of  toe 

38.  Legs,  viewed  from  behind,  a  perpendicular  line  from  the  point  of  the 

buttock  should  fall  upon  the  center  of  the  hock,  cannon,  pastern 
and  foot.  From  the  side,  a  perpendicular  line  from  the  hip  joint 
should  fall  upon  the  center  of  the  foot  and  divide  the  gaskin  in 
the  middle:  and  a  perpendicular  line  from  the  point  of  the  but- 
tock should  run  parallel  with  the  line  of  the  cannon 

ACTION: 

39.  Walk,  smooth,  quick,  long,  balanced 

40.  Trot,  rapid,  straight,  regular 


Total '      100 


156       Courses  in  Agriculture  for  the  Secondarif  Schools  of  Texas 


SCORE  CARD  FOR  LIGHT  HORSES. 
(Texas  A.  and  M.  College.) 


SCALE  OF  POINTS— FOR  GELDING. 


\.     Age (estimate  by  teeth). 


GENERAL  APPEARANCE: 

2.  Weight 

3.  Height ., 

4.  Form,   symmttrical,  smooth,  stylish 

5.  Quality,   bone  clean,  fine,   and  yet  indicating  sufficient  substance; 

tendons  defined;  hair  and  skin  fine 

6.  Temperament,. active,  good  disposition 


HEAD  AND  NECK: 

7.  Head,  lean,  straight 

8.  Muzzle,  fine;  nostrils  large;  lips  thin,  even 

9.  Eyes,  full,  bright,  clear,  large 

10.      Forehead,  broad,  full... 

n.  Ears,  medium  size,  pointed,  well  carried,  and  not  far  apart.. 

12.  Neck,  muscled;  crest  high;  throatlatch  fine;  windpipe  large. 


14. 
15. 
16. 
17. 
18. 
19. 
20. 

21. 


FOREQUARTERS: 

13.     Shoulders,  long,  smooth  with  muscle,  oblique,  extending  into  back 
and  muscled  at  withers 

Arm,  short,  thrown  forward 

Forearm,  muscled,  long,  wide 

Knees,  clean,  wide,  straight,  deep,  strongly  supported 

Cannons,  short,  wide;  tendons  large,  set  back 

Fetlocks,  wide,  straight* 

Pasterns,  strong,  angle  with  ground  45  degrees 

Feet,  medium,  even  size,  straight;  horn  dense;  frog  large,  elastic; 
bars  strong;  sole  concave;  heel  wide,  high 

Legs,  viewed  in  front,  a  perpendicular  line  from  the  point  of  the 
shoulder  should  fall  upon  the  center  of  the  knee,  cannon,  pastern 
and  foot.  From  the  side,  a  perpendicular  line  dropping  from 
the  center  of  the  elbow  joint  should  fall  upon  the  center  of  the 
knee  and  pastern  joints  and  back  of  hoof 


BODY 
22. 
23. 
24. 
25. 
26. 


Chest,  deep,  low;  large  girth 

Ribs,  long,  sprung,  close 

Back,  straight,  short,  broad,  muscled. 

Loin,  wide,  short,  thick 

Underline,  long,  flank  let  down 


HINDQUARTERS: 

27.  Hips,  smooth,  wide,  level 

28.  Croup,  long,  wide,  muscular .• 

29.  Tail,  attached  high,  well  carried 

30.  Thighs,  long,  muscular,  spread,  open  angled 

31.  Quarters,  heavily  muscled,  deep 

32.  Gaskins  or  Lower  Thighs,  long,  wide,  muscular 

33.  Hocks,  clearly  defined,  wide,  straight 

34.  Cannons,  short,  wide;  tendons  large,  set  back 

35.  Fetlocks,  wide,  straight 

36.  Pasterns,  strong,  sloping 

37.  Feet,  medium,  even  size,  straight;  hprn  dense;  frog  large,  elastic; 

bars  strong;  sole  conclave;  heel  wide,  high 

38.  -Legs,  viewed  from  behind,  a  perpendicular  line  from  the  point  of 

tne  buttock  should  fall  upon  the  center  of  the  hock,  cannon, 
pastern  and  foot.  From  the  side,  a  perpendicular  line  from 
the  hip  joint  should  fall  upon  the  center  of  the  foot  and  divide 
the  gaskin  in  the  middle;  and  a  perpendicular  line  from  the  point 
of  the  buttock  should  run  parallel  with  the  line  of  the  cannon 

ACTION: 

39.  Walk,  elastic,  quick,  balanced 

40.  Trot,  rapid,  straight,  regular,  high 


Total. 


100 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas       15T 


SCORE  CARD  FOR  DRAFT  MULES. 
(Texas  A.  and  M.  College.) 


SCALE  OF  POINTS. 


Age — (Estimate  by  teeth) 

GENERAL  APPEARANCE— 27  Points. 

Height,  16  hands  or  over;  estimated actual 

Weight,  1200  to  1600  lbs.  in  good  condition;  estimated lbs. 

score  according  to  age 

Form,  broad,  massive,  symmetrical,  blocky ..._ 

Quality,  bone  clean,  large,  strong;  tendons  clean,  defined;  skm  and  hair  fine 
Action,  walk  straight,  stride  long,  fast,  elastic,  regular, 

Trot,  rapid,  straight,  regular,  balanced 

Temperament,  energetic;  disposition,  good 


HEAD  AND  NECK— 9  Points. 

Head,  proportionate  size,  clean  cut,  well  carried;  profile  straight. 

Muzzle,  fine;  nostrils  large,  flexible;  lips  thin,  even,  firm 

Eyes,  full,  bright,  clear,  same  color 

Forehead,  broad,  full ,. 

Ears,  large,  fine  texture,  well  carried,  tapering 

Lower  Jaw,  angles  wide,  space  clean 

Neck,  well  muscled,  arched;  throatlatch  fine;  windpipe  large 


FOREQUARTERS— 23  Points. 

Shoulder,  long,  sloping,  well  muscled,  extending  into  back 

Arm,  short,  heavily  muscled,  thrown  back,  well  set 

Forearm,  heavily  muscled,  long,  wide 

Knees,  Wide,  clean  cut,  deep,  straight,  strongly  supported 

Cann*ns,  short,  wide,  clean;  tendons  large,  clean,  defined,  set  back 

Fetlocks,  wide,  straight,  strong,  clean 

Pasterns,  moderate  length,  strong,  clean,  sloping  at  an  angle  of  45  degrees 
with  ground ■■ 

Feet,  large,  even,  sound;  horn  dense,  waxy;  soles  concave;  bars  strong; 
frog  large,  elastic;  heels  wide  and  high 

Legs,  viewed  in  front,  a  perpendicular  line  from  the  point  of  the  shoulder 
should  fall  upon  the  center  of  the  knee,  cannon,  pastern  and  foot; 
from  the  side,  a  perpendicular  line  dropping  from  the  center  of  the 
elbow  joint  should  fall  upon  the  center  of  the  knee  and  pastern  joints 
and  back  of  hoof 


BODY— 9  Points. 

Chest,  deep,  wide;  breast  bone  low;  girth,  large. 

Ribs,  deep,  well  sprung,  close 

Back,  broad,  short,  strong,  muscular 

Loin,  short,  wide,  heavily  muscled 

•Underline,  long,  flank  low 


HINDQUARTERS— 30  Points. 

Hips,  smooth,  wide,  level 

Croup,  long,  wide,  muscular,  not  too  drooping 

Tail,  attached  high,  well  carried 

Thighs,  deep,  broad,  strong,  well  muscled 

Quarters,  deep,  heavily  muscled 

Gaskins,  (lower  thighs)  long,  wide,  clean,  well  muscled 

Hocks,  large,  strong,  wide,  deep,  clean 

Cannons,  short,  wide,  clean;  tendons  large,  clean,  defined,  set  back 

Fetlocks,  wide,  straight,  strong,  clean 

Pasterns,  moderately  long  and  sloping,  strong  and  clean 

Feet,  large,  even  size,  sound;  horn  dense,  waxy;  sole  concave;  bars,  strong; 
frog,  large,  elastic;  heels  wide  and  high 

Legs,  viewed  from  behind,  a  perpendicular  line  from  the  point  of  the  but- 
tock should  fall  upon  the  center  of  the  hock,  cannon  and  foot;  from 
the  side,  a  perpendicular  line  from  the  hip  joint  should  fall  upon  the 
center  of  the  foot  and  divide  the  gaskin  in  the  middle;  and  a  perpen- 
dicular line  from  the  point  of  the  buttock  should  run  parallel  with 
the  line  of  the  cannon 


Total, 


100 


«  o 

73  O 
3V3 


158       Courses  in  Agriculture  for  the  Secondary  Scliools  of  Texas 


SCORE  CARD  FOR  BEEF  CATTLE. 
(Texas  A.  and  M.  College.) 


SCALE  OF  POINTS— FOR  STEER. 


GENERAL  APPEARANCE: 

1.  Weight,  score  according  to  age 

2.  Form,  straight  topline  and  underline;  deep,  broad,  low  set,  stylish 

3.  Quality,  hair  fine,  skin  pliable;  dense,  clean  bone;  body  covering  to 

be  uniform,  of  a  mellpw  touch,  yet  sufficiently  firm  to  indicate 
a  large  proportion  of  muscle 

4.  Condition,   development  of  flesh   and   fat;  fat  indicated  by  spinal 

covering,    rib    covering,  fullness  of  flank,  purse  and  tongue  root 

HEAD  AND  NECK: 

5.  Muzzle,  broad;  mouth  large;  jaw  wide;  nostrils  large 

6.  Eyes,  large,  clear,  placid 

7.  Face,  short,  quiet  expression 

8.  Forehead,  broad,  full 

9.  Ears,  medium  size,  fine  tex'ture 

10.  Horns,  fine  texture,  oval,  medium  size 

11.  Neck,  thick,  short,  throat  clean 

FOREQUARTERS: 

12.  Shoulder  Vein,  full 

13.  Shoulder,  covered  with  flesh,  compact  on  top,  smooth 

14.  Brisket,  advanced,  breast  wide 

15.  Dewlap,  skin  not  too  loose  and  drooping 

16.  Legs,  straight,  short;  arm  full;  shank  fine,  smooth 

BODY; 

17.  Chest,  full,  deep,  wide;  girth  large;  crops  full 

18.  Ribs,  long,  arched,  thickly  fleshed 

19.  Back,  broad,  straight,  smooth,  even 

20.  Loin,  thick ,  broad 

21.  Flank,  full,  even  with  underline 

HINDQUARTERS: 

22.  Hips,  smoothly  covered,   distance   apart  in   proportion   with  other 

parts 

23.  Rump,  long,  wide,  even,  tail  head  smooth,  not  patchy 

24.  Pin  Bones,  not  prominent,  far  apart 

25.  Thighs,  full,  deep,  wide 

26.  Twist,  deep,  plump 

27.  Purse," full,  indicating  fleshiness 

28.  Legs,  straight,  short;  shank  fine,  smooth 

Total 


5  c 


100 


a>  O 


u  o 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas       159 


SCORE  CARD  FOR  MUTTON  SHEEP. 
(Texas  A.  and  M.  College.) 


SCALE  OF  POINTS— FOR  WETHER. 


^2 


X) 

£8 
u 


1.  Age (estimate  by  teeth) 

GENERAL  APPEARANCE: 

2.  Weight (score  according  to  age) 

3.  Form,  long,  level,  deep,  broad,  low  set,  stylish 

4.  Quality,  clean  bone;  silky  hair,  fine  skin,  light  in  offal,  yielding  large 

percentage  of  meat _. 

5.  Condition,  deep,  even  coloring  of  firm  flesh,  especially  in  region  of 

valuable  cuts.  Points  indicating  condition  of  ripeness  are  thick 
dock,  back  thickly  covered  with  flesh,  thick  neck,  full  purse, 
full  flank,  plump  breast 

HEAD  AND  NECK: 

6.  Muzzle,  fine;  mouth  large;  lips  thin;  nostrils  large 

7.  Eyes,  large,  clear,  placid 

8.  Face,  short,  clean  cut  features 

9.  Forehead,  broad,  full 

10.  Ears,  fine,  erect 

11.  Neck,  thick,  short,  throat  free  from  folds 

FOREQUARTERS: 

12.  Shoulder  Vein,  full 

13.  Shoulder,  covered  with  flesh,  compact  on  top,  smooth 

14.  Brisket,  projecting  forward,  breast  wide 

15.  Legs,  straight,  short,  wide  apart,  strong;  forearm  full;  shank  smooth 

and  fine 

BODY: 

16.  Chest,  wide;  deep,  full,  indicating  constitution 

17.  Back,  broad,  straight,  long,  thickly  fleshed;  ribs  arched 

18.  Loin,  thick,  broad,  long 

HINDQUARTERS: 

19.  Hips,  far  apart,  level,  smooth 

20.  Rump,  long,  level,  wide  to  tail  head 

21.  Thighs,  full,  deep,  wide 

22.  Twist,  plump,  deep 

23.  Legs,  straight,  short,  strong.;  shank  smooth,  fine 

WOOL: 

24.  Kind,  domestic,  territory,  carpet  or  blanket 

25.  Class,  clothing,  delaine  or  combing 

26.  Grade,  fine,  medium  or  coarse 

27.  Quality,  long,  dense,  even 

28.  Quality,  fine,  pure;  crimp  close,  regular,  even 

29.  Condition,  bright;  sound,  clean,  soft,  light 

Total 


10 


10 


100 


160       Courses  in  Agriculture  for  the  Secondary  Schools  of  Te: 


xas 


SCORE  CARD  FOR  FINE  WOOL  SHEEP. 
(Texas  A.  and  M.  College.) 


SCALE  OF  POINTS. 


1.     Age (estimate  by  teeth). 


vGENERAL  APPEARANCE: 

2.  Weight, 

3.  Form,  level,  deep,  stylish,  round  rather  than  square. 
■4.     Quality,  lean,  fine  bone;  silky  hair;  fine  skin 

HEAD  AND  NECK: 

5.     Muzzle,  fine,  broad,  wrinkly  nose;  pure  white 

Eyes,  large,  clear,  placid 

Face,  wrinkly,  covered  with  soft  velvety  coat 

Forehead,  broad,  full 

Ears,  soft,  thick,  velvety 

Neck,  short,  muscular,  well  set  on  shoulders 


6. 
7. 
«. 
9. 
10. 


FOREQUARTERS: 

IL     Shoulders,  strong,  being  deep  and  broad 

12.  Brisket,  projecting  forward ;  oreast  wide 

13.  Legs,  straight;  short;  wide  apart;  shank  smooth  and  fine. 

BODY: 

14.  Chest,  deep,  full,  indicating  constitution 

15.  Back,  level,  long;  round  ribbed 

16.  Loin,  wide,  level 

17.  Flank,  low,  making  underline  straight 


fine. 


HINDQUARTERS: 

18.  Hips,  far  apart,  level,  smooth 

19.  Rump,  long,  level,  wide 

20.  Legs,  straight,  short,  strong;  shank  smooth, 

WOOL: 

21.  Kind,  domestic,  clean  and  bright 

Carpet       ] 

[Hairy  or  having  dead  fibre 

Blanket     J 

Territory,  dirty  or  discolored 

22.  Class,  clothing,  fibre  under  two  inches  in  length  or  unsound 

Delaine,  fiber  two  or  three  inches  in  length , 

Combing,  fiber  over  three  inches  in  length  and  sound 

23.  Grade,  fine,  medium  or  coarse 

24.  Quantity,  long,  dense,  even  covering,  especially  over    crown,    cheek, 

armpit,  hmd  leg  and  belly 

25.  Quality,  fine  fiber,  crimp  close;  regular,  even  quality,  including  tops 

of  folds 

J26.     Condition,  bright,  lustrous,  sound,  pure,  soft,  even  distribution  of  yolk, 
with  even  surface  to  fleece 


Total. 


11 


300 


15 

15 

15 

100 


CD  O 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas       161 


SCORE  CARD  FOR  DAIRY  CATTLE. 
(Texas  A.  and  M.  College.) 


SCALE  OF  POINTS— FOR  COW. 


a  c 
-a  o 

3C/3 


t2 


GENERAL  APPEARANCE: 

1.  Form,  inclined  to  be  wedce-shaped 

2.  Quality,  hair  fine,  soft;  skin  mellow,  loose,  medium  thickness,  secre- 

tion yellow;  bone,  clean,  fine 

3.  Temperament,  lean,  though  vigorous  appeapance,  when  in  milk 

HEAD  AND  NECK: 

4.  Muzzle,  clean  cut;  mouth  large;  nostrils  large 

5.  Eyes,  large,  bright,  full,  mild 

6.  Face,  lean,  long,  quiet  expression 

7.  Forehead,  broad 

8.  Ears,  medium  size,  yellow  inside,  fine  texture 

9.  Horns,  fine  texture,  waxy 

10.      Neck,  fine,  medium  length;  throat  clean,  light  dewlap 

FOREQUARTERS: 

n.      Withers,  lean,  thin 

12.  Shoulders,  light,  oblique 

13.  Legs,   straight,  short,  shank  fine 

BODY: 

14.  Chest,  deep,  low;  girth  large  with  full  fore  flank 

15.  Barrel,  ribs  broad,  long,  wide  apart,  large  stomach 

16.  Back,  lean,  straight,  open  jointed 

17.  Loin,  broad 

18.  Navel,  large 

HINDQUARTERS: 

19.  Hips,  far  apart,  level 

20.  Rump,  long,  wide 

21.  Pin  Bones  or  Thurls,  high,  wide  apart 

22.  Tail,  long,  slim,  fine  hair  in  switch 

23.  Thighs,  thin,  long 

24.  Escutcheon,  spreading  over  thighs,  extending  high  and  wide;  large 

thigh  ovals... 

25.  Udder,  long,  attached  high  and  full  behind,  extending  far  in  front 

and  full,  flexible;  quarters  even  and  free  JFrom  fleshiness 

26.  Teats,  large,  evenly  placed 

27.  Mammary   Veins,  large,  long,  tortuous,   branched  with  double  ex- 

tension; large  and  numerous  milk  wells 

28.  Legs,  straight,  short;  shank  fine 

Total 


20 
5 


100 


162       Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 


SCORE  CARD  FOR  LARD  HOGS. 
(Texas  A.  and  M.  College.) 


SCALE  OF  POINTS— FOR  BARROW. 


4)  O 

300 


GENERAL  APPEARANCE: 

1.  Weight,  score  according  to  age 

2.  Form,  deep,  broad,  low,  symmetrical,  compact,  standing  squarely  on 

legs 

3.  Quality,  hair  silky;  skin  fine;  bone  fine;  mellow  covering  of  flesh,  free 

from  lumps  and  wrinkles , 

4.  Condition,  deep,  even  covering  of  flesh  and  fat  over  all  parts  of  the 

body 


HEAD  AND  NECK: 

5.  Sn'out,  medium  length,  not  coarse.. 

6.  Eyes,  full,  mild,  bright 

7.  Face,  short,  cheeks  full 

8.  Ears,  fine,  medium  size,  soft 

9.  Jowl,  strong,  neat,  broad 

10.     Neck,  thick,  medium  length 


FOREQUARTERS: 

11.  Shoulder,  broad,  deep,  full,  compact  on  top 

12.  Legs,  straight,  short,  strong;  bone  clean,  pasterns  upright;  feet  me- 

dium size 


BODY 
13. 
14. 
15. 
16. 
17. 


Chest,  deep,  broad,  large  girth 

Sides,  deep,  lengthy,  full;  ribs  close  and  well  sprung. 

Back,  broad,  straight,  thickly  and  evenly  fleshed 

Loin,  wide,  thick,  straight 

Belly,  straight,  even 


HINDQUARTERS: 

18.  Hips,  wide  apart,  smooth 

19.  Rump,  long,  wide,  evenly  fleshed,  straight 

20.  Ham,  heavily  fleshed,  plump,  full,  deep,  wide 

21.  Thighs,  fleshed  close  to  hocks 

22.  Legs,  straight,  short,  strong;  bone  clean;  pasterns  upright;  feet  me- 

dium size 


Total. 


100 


Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas       163 


SCOhE  CARD  FOR  BACON  HOGS. 
(Texas  A.  and  M.  College.) 


SCALE  OF  POINTS— FOR  BARROW. 


GENERAL  APPEARANCE: 

1.  Weight,  170  to  200  pounds,  the  result  of  thick  cover  of  firm  flesh 

2.  Form,  long,  level,  smooth,  deep 

3.  Quality,  hair  fine;  skin  thin;  bone  fine;  firm  covering  of  flesh  without 

any  soft  bunches  of  fat  or  wrinkles 

4.  Condition,  deep  uniform  covering  of  flesh,  especially  in  region  of 

valuable  cuts 

HEAD  AND  NECK: 

5.  Snout,  fine 

6.  Eyes,  full,  mild,  bright 

7.  Face,  slim •. 

8.  Ears,  trim,  medium  size 

9.  Jowl,  light,  trim 

10.  Neck,  medium  length,  light 

FOREQUARTERS: 

11.  Shoulders,  free  from  roughness,  smooth,  compact  and  same  width 

as  back  and  hindquarters 

12.  Breast,  moderately  wide,  full 

13.  Legs,    straight,    short,    strong;   bone   clean,   pasterns    upright;   feet 

medium  size 

BODY: 

14.  Chest,  deep,  full  girth 

15.  Back,  medium  and  uniform  in  width........ 

16.  Sides,  long,  smooth,  level  from  beginning  of  shoulders  to  end  of 

hindquarters.     The  side  at  all  points  should  touch  a  straight 
edge  running  from  fore  to  hindquarter 

17.  Ribs,  deep,  uniformly  sprung 

18.  Belly,  trim,  firm,  thick,  without  any  flabbiness  or  shrinkage  at  flank.... 

HINDQ.UARTERS: 

19.  Hips,  smooth,  wide;  proportionate  to  rest  of  body 

20.  Rump,  long,  even,  straight,  rounded  toward  tail 

21.  Gammon,   firm,   rounded,   tapering,   fleshed   deep   and   low  toward 

hocks 

22.  Legs,  straight,  short,  strong;  feet  medium  size;  bone  clean;  pasterns 

upright 

Total 


c  c 

0)  o 

■V  u 
son 


100 


<u  o 


164       Courses  in  Agriculture  for  the  Secondary  Schools  of  Texas 


SCORE  CARD  FOR  DAIRIES. 
(Adopted  by  the  Official  Dairy  Instructors'  Association.) 


EQUIPMENT 

SCORE 

METHODS 

SCORE 

Perfect 

Allowed 

Perfect 

Allowed 

COWS 
Health 

6 

2 

2 

2 

2 

4 

4 

3 
3 

I 
1 

3 
1 

1 

1 

2 
2 

COWS 
Cleanliness  of  cows 

8 

6 

6 
2 

2 

•    3 

8 

9 

2 

2 
5 

3 

3 

Apparently  in  good  health 1 

If    tested     witn     tuberculin 
once  a  vear  and  no  tuber- 

1 
j 

'•••■! 

STABLES 

Cleanliness  of  stables 

culosis  is  found,  or  if  test- 
ed once  in  six  months  and 
all  reacting  animals  remov- 
ed  5 

(If  tested  only  once  a  year  and 
reacting   animals   found   and   re- 

Floor  .- 2 

Walls 1 

Ceiling  and  ledges 1 

Mangers  and  partitions 1 

Windows 1 

moved,  2) 

Barnyard  clean  and  well  drained 

Removal  of  manure  daily  to  field 

or  proper  pit 

Bedding 1 

Temperature  of  stable 1 

Food  (clean  and  wholesome) 

(to  be  50  feet  from  stable,  1.) 
MILK  ROOM 
Cleaning  of  milk  room        

Water 

Clean  and  fresh 1 

Convenient  and  abundant 1 

STABLES 
Location  of  stable 

UTENSILS  AND  MILKING 
Care  and  cleanliness  of  utensils... 
Thoroughly    washed    and 
sterilized  in  live  steam  for 

30  minutes 5 

(Thoroughly     washed     and 
placed   over  steam  jet,   4;   thpr- 
oughly  washed  and  scalded  with 
boiling     water,     3;     thoroughly 
washed,  not  scalded,  2.) 

Inverted  in  pure  air 3 

Cleanliness  of  milking        

Well  drained 1 

Free   from    contaminating 

surroundings 1 

Construction  of  stable      

Tight,  sound  floor  and  prop- 
er gutter 2 

Smooth,     tight     walls     and 
ceiling 1 

Proper  stall,  tie  and  manger....! 
Light:    Four    sq.    ft.    of   glass 

Clean,  dry  hands 3 

Udders  washed  and  dried 6 

(Udders    cleaned    with    moist 
cloth,  4;  cleaned  with  dry  cloth, 
at  least  15  minutes  before  milk- 
ing, 1.) 

HANDLING  THE  MILK 

Cleanliness   of   attendants         ..  . 

(Three  sq.  ft.,  3;  2  sq.  ft.,  2;  1 
sq.    ft.,    1.      Deduct   for   uneven 
distribution.) 
Ventilation:      Automatic  system 

Adjustable  windows 1 

Cubic   feet  of  space   for  cow: 
500  to  1,000  feet 

(Less  than  500  ft,  2;  less  than 

400  ft.,    1;  less  than  300  ft.,  0; 
over  1,000  feet,  0. 

Milk  removed  immediately  from 
stable                                          

UTENSILS 
Construction    and    condition    o* 

Prompt    cooling    (cooled    imme- 
diately after  milking  each  cow) 
Efficient  cooling;  below  50°  F... 

(51°  to  55°,  5;  56°  to  60°,  2.) 
Storaee    below  50°  F 

utensils                    

Water  for  cleaning 

(Clean,   convenient,    abundant) 

(51°  to  55°,  2;  55°  to  60°,  1.) 
Transportation,   iced  in   summer 

(For    jacket    or    wet    blanket, 
allow  2,  dry  blanket  or  covered 
wagon,  1.) 

Total  

Facilities  for  hot  water  or  steam 

(Should  be  in  milk  house,  not 
in  kitchen.) 
Milk  cooler 

Clean  milking  suits 

MILK  ROOM 

Free  from  contaminating  sur- 

Convenient 1 

Floors,  walls  and  ceiling  .          1 

Light,  ventilation,  screens 1 

Total  . 

40 

60 

Equipment -j-  Methods. 


.Final  Score. 


NOTE  1.— If  any  filthy  condition  is  found,  particularly  dirty  utensils,  the  total  score  shall  be 
limited  to  49. 

NOTE  2. — If  the  water  is  exposed  to  dangerous  contamination  or  there  is  evidence  of  a  dangerous, 
disease  in  animals  or  attendants,  the  score  shall  be  0. 


Courses  in  AgricuUure  for  the  Secondary  Schools  of  Texas       165 


SCORE  CARD  FOR  BUTTER. 


SCALE  OF  POINTS. 


Flavor,  (defects:  curdy,  light,  rancid,  fishy,  feverish,  oily  or  greasy,  weedy 
stable,  unclean,  high  acid,  bitter) 

Texture,  (defects:  poor  grain,  cloudy  brine,  weak  body,  too  much  brine 
greasy) 

Color,  (defects:  mottles,  white  specks,  too  high,  too  light,  color  specks) 

Salt,  (defects:  too  much  salt,  undissolved,  poor  salt,  lacks  salt) 

Package,  (defects:  dirty,  poorly  packed,  poorly  nailed) 

Total ^ 


45 

25 

15 

10 

5 


100 


a  u, 

D  O 

-a  o 

SOI 


166       Courses  in  Agrkuliure  for  the  Secondary  Schools  of  Texas 


SCORE  CARD  FOR  FARMS. 
(Warren's  Farm  Management.) 


SCALE  OF  POINTS. 


Names  of  Farms. 


Adapted  to  kind  of  farming. 


SIZE: 
1. 


I^IELDS: 

2.  Shape  and  size 

3.  Nearness  to  farmstead 

TOPOGRAPHY: 

4.  As  affecting  ease  of  cultivation 

5.  As  affecting  production 

6.  As  affecting  erosion  and  loss  of  fertility. 

7.  As  affecting  air  drainage 


FERTILITY: 

8.  Natural 

9.  Condition. 


PHYSICAL  PROPERTIES  OF  THE  SOIL: 

10.  As  affecting  economy  of  cultivation.... 

11.  As  affecting  number  of  days  of  labor.. 

12.  As  affecting  loss  of  soil  fertility 

13.  As  affecting  kinds  of  possible  crops 


DRAINAGE : 

14.  Natural... 

15.  Artificial. 


CONDITION: 

16.  Freedom  from  stumps,  stones,  weeds,  waste  land,  etc. 

CLIMATE: 

17.  As  affecting  animal  and  crop  production 

18.  As  affecting  number  of  days  of  labor 

HEALTHFULNESS  : 

19.  As  an  economic  factor 

LOCATION: 

20.  Distance  to  market 

Roadways 

Local  markets. 


21. 
22. 
23. 
24. 
25. 
26. 
27. 


Shipping  facilities 

Neighbors  as  an  economic  factor 

Labor  supply  of  neighborhood 

R.  F.  D.,  telephone,  trolleys,  etc 

Churches,  school,  grange,  etc.,  as  economic  factors. 


TAXES: 

28.  Per  cent  on  cash  value. 

WATER  SUPPLY: 

29.  Running  water,  wells.... 


IMPROVEMENTS: 

30.  Site  of  farmstead 

31.  House  as  adapted  to  needs  of  farm....... 

32.  Other  buildings 

33.  Fences:  kind,  condition,  arrangement. 

34.  Timber,  orchards,  vineyards,  etc 


INVESTMENT: 

35.     Probability  of  an  increase  in  value. 


ACREAGE: 

36.  Total  acres 

37.  Acres  tillable 

38.  Acres  pasture  not  tillable. 

39.  Acres  woods 

40.  Acres  roads,  waste,  etc 


ESTIMATED  TOTAL  VALUE  OF: 

41.     Tillable  area 

Pasture 

Woods 

Barns 

Houses 


42. 
43. 
44. 
45. 


Total. 


Price  asked. 


(Use  words  excellent,  very  good,  good,  fair,  poor,  or  very  poor  in  marking    points 
score  card  to  prevent  forgetting  any  important  point.) 


of  farm.    Use 


VC  57 


327840 


-r4 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 


